Dynamics of a Science Learning Group in Primary School
Operative Groups and Bond Theory in learning
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Research into science teaching in primary education is rewarding and fruitful. This work shows the results of research carried out "on the school floor" by analyzing a learning group as part of a Master's degree course in Science Teaching and Mathematics Education. The focus of the study was the dynamics of a group made up of four students aged between 9 and 10 in a science workshop at a municipal school on the outskirts of the city of Londrina/PR/Brazil. The theoretical framework for analyzing and interpreting the data is psychoanalytic, especially Pichon-Rivière's Bond Theory. The data anal...
Research into science teaching in primary education is rewarding and fruitful. This work shows the results of research carried out "on the school floor" by analyzing a learning group as part of a Master's degree course in Science Teaching and Mathematics Education. The focus of the study was the dynamics of a group made up of four students aged between 9 and 10 in a science workshop at a municipal school on the outskirts of the city of Londrina/PR/Brazil. The theoretical framework for analyzing and interpreting the data is psychoanalytic, especially Pichon-Rivière's Bond Theory. The data analysis focuses on the bonds established by the group with the task, with the teacher and between its members, as well as the roles assumed by the students in carrying out the activities proposed by the teacher. The results of the research show the different types of bonds that are established in groups in teaching situations and, through the dynamics of the work, can understand the way in whichthese subjects, components of the group, structure themselves in order to carry out their tasks, which contributes to the teaching-learning process.
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