Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula

Abstract

Since the first changes of perspective, in relation to the role of the student and the teacher in the process of teaching and learning, the desired goals in terms of student education have also been modified. With regard to Science Teaching, the student is expected to develop an understanding of the nature of scientific knowledge and some very unique skills and attitudes of scientific thought, which can lead them to Scientific Literacy, in its broadest sense. In this sense, we are considering that investigative experimental activities are important for the development of scientific attitudes in problem solving, thus expanding the capacity to use knowledge both inside and outside the classroom. Thus, the objective here proposed is to analyze an experience in Science Teaching (with emphasis on Physics Teaching), from experimental activities developed in the context of the Science discipline in the 9th grade of the Governador Mário Covas Municipal School, in the city of Passa e Fica / RN. In pursuit of this objective, some interventions were made based on the proposal of Carvalho et al.(2009) and, based on the systematization of this experience, a Didactic Guide (educational product) was built, which will be made available for use by other teachers in other settings. This is a quantitative research in which the data collection instruments were basically participant observation, recording of activities, speeches by students involved in the process and interviews with teachers. The use of strategies and also the promotion of the basis for conducting the research is from the perspective of authors such as Vygotsky (1991), Chassot (2016), Germano (2011), Sasseron e Carvalho (2008 and 2011), Carvalho et al. (2009); Carvalho et al. (2010); Gaspar (2014); in addition to the official documents used in basic education such as: the Common National Curriculum Base (Brazil, 2017), the National Curriculum Parameters (brazil 1998) and the Law of Guidelines and Base for Basic Education (Brasil, 2013) - where the latter mark aa transition dev teaching rules and standards. The Didactic Guide was born from this experience with the necessary adjustments and questions that students can make and the teacher's reflection at the end of the process. This work resulted in experiences and activities experienced by the students and recorded in drawing and writing form, which were used for the results of this research, since they are natural representations of the knowledge acquired through the investigative experimental activities.