Articulating Science-Society through the local artistic heritage – activities and didactic resources focused on the Cargaleiro Museum

Abstract

Science education oriented to Science-Technology-Society (STS) focuses on the recognition of science’s ability to develop a society based on the values of democracy. This approach entails more than just teaching disciplinary contents. The artistic heritage built can be a source of inspiration for curricular enrichment, providing active and integrated learning. Bearing in mind this framework, we defined as objective to develop, implement and validate science education activities and resources that articulate learning in the classroom and in the Cargaleiro Museum (Castelo Branco) in the 1st Cycle of Basic Education (1st CEB). This research, based on a qualitative methodology, was developed within the scope of the supervision of teaching practices, in a 4th grade class. Being related to the issue of the interaction between formal and non-formal educational settings, it aims at enhancing learning through the exploration of connections between science and art. For the accomplishment of such purpose, we planned a study visit to the Museum, which included the construction of resources for the three articulated phases - before, during and after the visit. From the didactic sequence, we highlighted an experimental activity which took place after the visit in order to articulate the knowledge acquired in the two previous phases, by enhancing the understanding of the phenomena of light and color through art, resorting to the knowledge of the reality that surrounds pupils.
The results show that pupils’ learning, in terms of attitudes and skills and also at the cognitive level, measured through multiple records, was very positive.