Podcast como auxilio na formação continuada de professores de ciências das séries finais do ensino fundamental

Abstract

The school subject Science, now called component/area, the same as the entire Elementary School is going through changes in its applicability inside the classroom, mostly shifting the way of teaching and learning its topics. The concept of energy now is one of the thematic unities of Natural Science and shall gain importance in the elementary school, allowing Physics to become more evident in this process. Alongside, the Meaningful Learning has gained a prominent position in recent researches regarding the field of Science teaching. This learning theory is based on the conception of learning by the association of a new concept through one that’s already existing in the student’s cognitive structure. The current conception is called subsumer and forms the base for a cognitive reorganization. Having the meaningful learning and current scenario in the academic curriculum of basal education as a base we propose, in this paper, an intervention in the continuous teacher training through the use of podcasts. In this regard, the current paper, has by objective to subsidize previous organizers and subsumers for the anchoring of concepts related to the teaching of Energy in the elementary school. The subsumers will be promoted among Science teachers in elementary school via a previous organizer - podcasts. A six episode podcast sequence was created to be distributed among elementary schools and by applying a questionnaire, determining the product’s reach and efficiency. The research was covered in steps: the first one being the confection of a podcast by the student and the advisor, being composed by six episodes, meant to approach the topics of the Matter and Energy thematic unity acting also as brief introduction of the Physics that’s present in the elementary school and being a constant reminder of meaningful learning. Next the material was released for the appreciation of teachers of the public system of education of Paraná through streaming platforms that collect information such as amount of hits, listeners and audience retention during the episodes. An online questionnaire was provided for obtaining specific data regarding the teachers. The data show the perception of the teachers about the teaching of Energy and what would be the acceptance of podcasts as a form of continuous teacher training but also information about the level of education and professional experience of its participants. By the analysis of the content of the replies coming from the questionnaire and the information available in the streaming platform it’s possible to realize that the continuous teacher training is a constant among teachers and the media language of podcasts can increase the reach of formation in the same manner as the knowledge brought through this technology. The educational product, Podcast, must help the teacher in the creation of subsumers for the anchoring of subjects deeper into Physics like Mechanical Energy or Electrical.