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S. dos Anjos, A. Romenia, A. Ribeiro

University of Brasilia (BRAZIL)
The high scientific and technological development generates changes within society. You need to be updated with the new strategies and resources that are being entered in the school. Given these advances in scientific knowledge, it is important to rethink strategies and teaching practices that may accompany these changes. Often a lesson merely expository, without innovative practices ends arousing students' disinterest in what concerns the search for knowledge. Soon we must instill these students, so that you can achieve positive results in relation to the design of instruction. Given that teachers have little time to cook teaching resources, and they often show reluctance and difficulty in catching up with technological innovations, this paper aims to build a teaching resource, new product, together with four teachers curricular component of the natural sciences who teach in grade 5/6 years of primary education in two public schools teaching Planaltina, Distrito Federal, Brazil. The making of this feature aims to promote better use of the theme in the natural sciences, those little understood within the classroom as well as provide teacher support, underscoring the importance of understanding not only the content but also the various methodologies that can be used in teaching. To achieve the proposed objectives will be initially conducted a qualitative research (in the form of questionnaire), with a group of four teachers on the main teaching resources used during lessons in natural science. After gathering information, it is intended to initiate the development of a teaching resource (it can be a feature multimedia, game, documentary and / or model) that will cover any gaps present in the teaching of science, such as the difficulty understanding of certain content by students, the disinterest shown by students with respect to some topic or even the difficulty faced by the teacher to address any content abstraction difficult for students. The implementation of the proposal is divided into four stages. The first seeks to survey theoretical / literature about the research. The second step consists of the application of the questionnaire with the schools and teachers, and the data collected on the third stage aims to develop a theoretical proposal of a teaching resource. The fourth and final step is to build the resource, ie, the end product will be delivered to the schools, and they will be ready for immediate use of teachers in the classroom.