SENSITIVE AND MULTISENSORY EXPERIMENTAL ACTIVITY IN THE FUNCTIONAL DIVERSE CLASSROOM: CONTRIBUTIONS TO THE INITIAL TRAINING OF SCIENCE TEACHERS

Abstract

This writing is aimed atfuture Science teachers who wantto make visible an increasingly evident reality: the functional diversity of the students who attend the classroom. This is built by recognizing the need to train new teachers who read the realities of their students and propose strategies that allow the meeting of their skills, interests, emotions, perceptions and stories. It is written to configure the experimental activity from two dimensions: one that values the sensitive and multisensory in the teaching of science in the diverse functional classroom, and another that contributes to the initial training from the experience of a group of future science teachers in the course Functional Diversity and Science Teaching. To tell this experience, a narrative design is proposed that seeks to recapitulate three moments: first, the initial conceptions of the protagonists of the story, about traditional laboratory practice, a phrase with which reference is made to the ways of doing experiments during their scientific disciplinary training. Second, the characterization of an experimental activity that produces sensitive effects and from a multisensory perception. Third, the culmination of the experience with the students' learning that results from the analysis of the narrative through the construction of networks that show the transformation of the perspective of experimental activity for the diverse functional classroom, which brings the role of the closer to their interests, contexts and abilities.