Estudo das possibilidades da aplicação dos métodos efectivos de ensino nas condições reais da escola

Abstract

In the work, the study of the application of effective teaching methods in the real school conditions. To develop the study, forty (40) questionnaires were elaborated and questioned twenty-seven (27) high school teachers Josina Machel, Francisco Manyanga, Lhanguene and the Northwest 1. Therefore, the sample consists of twenty-seven (27) teachers, six (6) of whom Josina Machel Secondary School, five (5) from Francisco Manyanga Secondary School, six (6) from Lhanguene Secondary School and ten (10) from Northwestern Secondary School 1. All teachers were in the field of Natural Sciences, in particular Physics and Chemistry. After collecting the questionnaires, the following results were detected: Chemistry teachers participated more in the pedagogical training courses methodological aspects in practical aspects such as teaching methods, student evaluation, laboratory classes, program design. While physics teachers participated more in research methodologies. Chemistry teachers in their practice ask a colleague to attend their classes and give feedback on it, more than the physics teachers. Chemistry teachers, when faced with a dilemma during class, present in regular meetings they have with their colleagues, more than the physics teachers. Chemistry teachers facilitate their students' learning through lectures / lectures, group discussions, action-oriented activities, use of visualization (graphs, diagrams, ..), problem analysis, brainstorming, use of books and manuals, field trips / field trips, simulations / dramatization / theatricalization more than physics teachers. Physics teachers facilitate their students' learning through studies of cases, learning based on / in experiences and the evaluation and testing of theories, more than the Chemistry teachers. Physics and Chemistry teachers apply effective teaching methods during classes taught.