The Use of Play as a Tool for Community Science Teaching

The Use of Play as a Tool for Community Science Teaching

Narciso, M.L1 Souza, F.L2 Lucas, L.A.S3 SILVA, E.V4 Anjos FB.R4 Ferreira Neto, J5. Jimenez, G.C5 Bastos, D.M.S5

1,2,3Estudante do Curso de Ciências Biológicas – UFPE;4Pesquisador do Departamento de Histologia e Embriologia-UFPE, 5Pesquisador do Departamento de Morfologia e Farmacologia-UFRPE

international Journal of Natural Science1

The teaching of science has, over the last years, gained space in academic discussions, due to the need to use more attractive methods and strategies for students. The tendency to combine the playful with the science teaching has been gaining prominence in the classrooms, and it can be observed the use of educational games, comic books, cartoons, plays, drawings. Clown therapy involves a professional who uses techniques to show and generate health from other angles of life. Laughter therapy is widespread in hospitals, this practice has become relevant for improving treatment in hospitalized children. This artistic resource is taken in schools, kindergartens and NGOs and enables personal development, allowing the critical spirit and the exercise of citizenship to be broadened. The objective of this work was to develop art workshops that connect social, ecological and cultural aspects, seeking the use of the ludic in science teaching. This work was carried out in an NGO located in Bode community, Pina neighborhood in Recife – PE, with children from the local community, between 5 and 12 years old. Teaching activities were selected to stimulate children’s reflective and scientific thinking associated with popular knowledge. In order to make the sustainability workshop a previous conversation was held with the children, with the purpose of knowing the group’s knowledge about the theme worked. Then toys were made of recyclable material, such as: pet bottle carts; Bookmark pages with popsicle stick and straw flute. For the insect assembly workshop, a question was made about the collected organisms, investigating the children’s knowledge about these organisms, their ecological importance and the characteristics that differentiate them. Next, the specimens were assembled. For the plant analysis workshop, an explanation of the plant anatomy and its function was performed. Then slides were made for later analysis under a microscope. It was possible to realize that the science taught in a playful and interactive way provides a better involvement and learning of children. Of 15 children who participated in the activities, only 3 showed no interest, stating that the problem of lack of interest in science classes is due to the absence of strategies that allow a more dynamic and enjoyable class. Experience is important for teaching not only because it streamlines classes, but also allows the student to experience discovery, which leads to an understanding of phenomena. The transmission of knowledge made jointly to Clown therapy generates inclusion among children, alleviates the reality lived by children and transmits the information in a clearer way to the target audience.

Keywords: Science teaching; Ludic; Set practices

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How to cite this article:
Narciso, M.L, Souza, F.L Lucas, L.A.S, SILVA, E.V, Anjos FB.R, Ferreira Neto, J. Jimenez, G.C, Bastos, D.M.S.The Use of Play as a Tool for Community Science Teaching. International Journal of Natural Science and Reviews, 2019; 4:13.

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