Implicações do uso de práticas experimentais e laboratoriais no ensino de ciências.

Abstract

Methodological pratices used in the teaching of science at school are considered important tools to make the learning process of students stronger, because they allow the construction of cognitive and metacognitive skills and abilities, closely linked to social, historical and scientific development. In this way, this research discussed, through a bibliographic review, what functionality is attributed to practical classes in the teaching of Science. For the construction of this research, articles, masters and doctorate dissertations which are contained in the repository of data of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) and in the databases of journals, SciELO , Google Scholar and scientific journals, through of the following sequence: School and Teaching of Sciences; Practical Activities; Experimental Practices; Laboratory Practices; Field Practices; Demonstrative Practices; Verification and Investigative Practices. From that, it was concluded that school experimentation can be applied in a demonstrative, verification and investigative way. Each methodological action impacts in the learning of student at different points. It is important to mention there is a substantial difference between school experimentation and scientific experimentation, and from this assumption, the intentionality of methodological action is formulated in relation to student learning.