The importance of practical activities in science teaching: addressing the soils theme
DOI:
https://doi.org/10.36661/2595-4520.2024v7n2.13151Keywords:
Practical classes, Science Teaching, Experimentation, Didactic resources, SoilsAbstract
The following work presents the results obtained after a sequence of practical activities on the theme of soils developed in a sixth-grade class of a State school in Paraná. The courses were planned in three moments: first, a questionnaire was applied to diagnose the level of knowledge of the students, followed by two lectures on the subject. In the second moment, two videos were shown addressing the formation, composition, soil profile and its conservation. Also in the second moment, some short texts were read about weathering and the importance of soil and its conservation. In the third moment, five experiments were carried out: simulation of the physical and chemical weathering processes; soil textural composition; checking for the presence of air on the ground; soil formation and water infiltration into the soil. After the experiments, a questionnaire was applied again to verify the effectiveness of the practical activities in the teaching-learning process. The questionnaires showed positive differences in the level of knowledge of the students before and after the development of the activities, evidencing the importance of using different didactic resources in science teaching and studying soils.