Teaching science doing science: analysis of secondary students’ perception of science teaching
International Journal of Development Research
Teaching science doing science: analysis of secondary students’ perception of science teaching
Received 16th May, 2019; Received in revised form 03rd June, 2019; Accepted 11th July, 2019; Published online 28th August, 2019
Copyright © 2019, Jackson Rubem Rosendo Silva and Antônio Carlos Pavão. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Objective: investigate students’ perception of science teaching in public schools in two cities: Petrolina, Pernambuco (PE) state and Senhor do Bonfim, Bahia (BA) state, Brazil. Materials and Methods: This study used quantitative-qualitative, observational, exploratory methodology.Forty students of both sexes, aged between 12 and 19 years, participated in the research. Results: The results showed that 97.5% of the students reported enjoying science classes, but there were inconsistencies in the answers related to the concept of sciences.However, the students’ perception of the investigative methodology applied in activities and its contribution to scientific development was positive and necessary. Conclusion: The study demonstrated the need and importance of implementing the investigative methodology in secondary school science classes. However, it is suggested that more studies on the topic be conducted to better clarify educational, cultural and contextual aspects related to science teaching using the investigative methodology.
