Atividades experimentais investigativas e o ensino de ciências nos anos iniciais: concepções de professoras em formação

Abstract

The investigative approach in teaching is a didactic methodology that originated from the studies of John Dewey. It has the perspective of teaching science through an approach similar to scientific practice in laboratories, aiming to provide students with a perspective of problem-solving, investigation, hypothesis formation, attempts at solutions, conclusion, and systematization of observed phenomena and concepts. Currently, these same aspects are addressed in the National Common Curricular Base (BNCC) for science teaching, the guiding document of National Education. Despite being addressed in teaching, these aspects are not discussed in a solid or well-developed manner in the initial teacher training for early years of Basic Education. Since teachers teach what they understand, these professionals may face difficulties when introducing and developing aspects related to investigative teaching practices in their classrooms. Observing this issue, we seek to answer the following research question: Can the development of Investigative Teaching Sequences (ITS) with teachers-in-training in the early years foster the construction of concepts regarding science teaching through investigation? The aim was to investigate the contribution of developing investigative experimental activities in the conceptions of teachers-in-training in the early years about science teaching through investigation, with the goal of enhancing the initial training of these teachers and their subsequent pedagogical practice. Thus, from a qualitative perspective, with exploratory objectives, primarily achieved through participatory research, a proposed extension course was offered by the Study and Research Group in Physics Teaching (GEPEF) at the State University of Paraíba (UEPB). After organizing ideas for adapting the chosen topics, inspired by Carvalho (2005), and analyzing the context of teacher training as discussed by Nóvoa (2009), meetings were held during the 2023.1 academic period, directed towards teachers-in-training in the Pedagogy program at UEPB. Investigative Teaching Sequences (ITS) were applied in these meetings, and two of these meetings were central to this research. Data was collected through video and audio recordings, photos, a researcher's journal, and the activities carried out by the teachers in training. The data was analyzed. Among the teachers in training enrolled in the course, 7 accepted to participate in our research. The analysis, discussion, and presentation of results were conducted using the Content Analysis method suggested by Bardin (2011). From observation of the results, the course proved to be a solid basis for the development of pedagogical skills, as it emphasized teaching through investigation and promoted a critical and reflective approach for teachers in training. It offered already esteemed conceptions about argumentation, collaboration, research and communication, in addition to highlighting the importance of scientific knowledge in everyday life. However, difficulties in explaining scientific knowledge emerged as a challenge, pointing to the need for adjustments for future courses. Despite the adversities, the course achieved its objectives, arousing the interest of teachers in training in investigative teaching sequences and their potential to engage their future students.