THE MATERIALIZATION OF CONTEXTUALIZATION IN SCIENCE TEACHING IN PRACTICE

Abstract

The contextualization of teaching is a topic that has been researched and debated by education researchers for a number of years. Contextualized teaching enables students to understand themselves, their surroundings and the world, by understanding historical, political, cultural, economic and social aspects. The aim of this study is to identify how the contextualization of teaching occurs in the pedagogical practice of science teachers and to understand how teachers understand the contextualization of science teaching. To this end, a focus group was used as a data collection strategy, in which seven teachers took part, two from the state school system and five from the municipal school system in a city in the northeast. It was possible to see that the teachers understand that contextualized teaching has great potential in the learning process, as it provides greater student engagement in lessons. Another aspect observed is that contextualized science teaching materializes in various ways, such as examples from everyday life, technical visits, field lessons, videos, photos and teaching materials. Therefore, it is understood from this study that contextualized teaching contributes to students' civic education, understanding of the world, life projects and prospects for a promising future, so that students are aware of their role in the classroom, in society and in the world.