Use of everyday themes:
Teaching science in the early years
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When we understand the reality in which we live, we raise hypotheses and seek solutions. That is the purpose of this book, since science contents can no longer be approached in an abstract way, difficult for students to understand, and, in this teaching condition, there can only be memorization. Currently, it is intended to provide a science teaching that enables students to critically analyze what is being taught, resulting in a direction that allows reconciling the scientific theory with their reality, providing a contextualized learning. The teacher, to properly use the relationship between...
When we understand the reality in which we live, we raise hypotheses and seek solutions. That is the purpose of this book, since science contents can no longer be approached in an abstract way, difficult for students to understand, and, in this teaching condition, there can only be memorization. Currently, it is intended to provide a science teaching that enables students to critically analyze what is being taught, resulting in a direction that allows reconciling the scientific theory with their reality, providing a contextualized learning. The teacher, to properly use the relationship between everyday situations and scientific knowledge needs to make a planning that includes curricular contents so that the knowledge gains a real meaning, contributing to the students' learning.this condition demands that are incorporated, in the approach of the contents, issues related to the social environment where students are inserted, condition that favors them to realize that science is an important component in society and that has a noticeable applicability and great relevance in various areas.
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