Reflections about multisensory didactics applied to science teaching for people with deficiency
In the teaching process at elementary schools, teachers frequently choose to utilize visual resources as blackboard and chalk to explain contents related to Sciences. However, Sciences may be learned using all the human body. Based on the proposal of Soler (1999), Multisensory Didactics applied to S...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2020
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/30990 |
| Aporte de: |
| Sumario: | In the teaching process at elementary schools, teachers frequently choose to utilize visual resources as blackboard and chalk to explain contents related to Sciences. However, Sciences may be learned using all the human body. Based on the proposal of Soler (1999), Multisensory Didactics applied to Science teaching, besides enriching classrooms by the utilization of the five sen-sorial channels in an active way in the process of teaching and learning, also reach pupils with deficiency according to the scholar inclusion principle. This work aims to make an historical contextualization of the scholar inclusion and some reflections about Multisensory Didactics applied to Science teaching, being able to contribute with the improvement of teaching practices as wells as research in Science Teaching. |
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