EXPERIMENTAL ACTIVITIES AS A PRACTICE OF TEACHING-LEARNING OF THEMES OF PHYSICAL GEOGRAPHY IN MIDDLE SCHOOL
Several studies referring to Physical Geography point out the difficulties for the abstraction and comprehension by the students of the elementary and high school, as the concepts in the area of climatology and hydrography, presented in this work. The production of specific didactic materials and th...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://periodicos.ufrn.br/revistadoregne/article/view/18768 |
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| Resumo: | Several studies referring to Physical Geography point out the difficulties for the abstraction and comprehension by the students of the elementary and high school, as the concepts in the area of climatology and hydrography, presented in this work. The production of specific didactic materials and the application of interactive techniques can contribute to improve the student's learning process and, in this perspective, the experimental activities are examples of accessible and easily developed classroom resources that help the teaching-learning of the subjects. of Physical Geography present in the High School curriculum. Experimental activities can and should become more present pedagogical practices in teaching-learning strategies, given the leap in the student's cognitive development that they provide and their possibilities for classroom application. In addition to their pedagogical role, experiments also become moments in which interaction and socialization develops, and enhances students' creativity. |
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