Contributions of a field class to the learning of scientific knowledge in the initial years of elementary education

Abstract

The Science education should contribute to decision-making, a broader understanding of the phenomena of nature and the use of their resources. This work analyzes the contributions of a science class developed in the natural environment for the learning of scientific contents. The survey was conducted with a group of the second year of primary school from Barão da Taquara City Run School, which is located in Duque de Caxias, in The Baixada Fluminense – Rio de Janeiro – Brazil. The data collection process took as strategies making drawings before and after school, as well as from the students' experience speeches about their productions. The results suggest that this methodology contributed significantly to the content learning, because it offers the less fragmented knowledge, produces motivation and stimulation, provides research situations and allows the concrete teaching. In addition, the outdoor classes foster an environmental conservation posture by promoting experiences that can hardly be recreated in a formal education environment.

Keywords

• metodologia de ensino
• unidade de conservação
• aprendizagem significativa