Inquiry-Based Science education: contributions of articles from open databases to teaching praxis

• Autor(a) principal: Reis, Larissa Tebaldi
• Data de Publicação: 2021
• Outros Autores: Bevilacqua, Gabriela Dias, Silva, Robson Coutinho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2957
• topic: Ensino de Ciências por Investigação; Revisão Sistemática; Educação Básica; Inquiry-Based Science Education; Systematic Review; Basic Education; Educación Científica Basada en la Investigación; Revisión Sistemática; Educacion Basica

Research on the approach to Inquiry-Based Science Education has shown favorable results for learning. Its implementation in the classroom requires the teacher to take ownership of this approach and learn about successful examples for transforming his teaching praxis. Bibliography can be an important ally for teachers who want to work Inquiry-Based Science Education with their students. Thus, we conducted a systematic review in open databases, therefore, available for consultation by teachers, aiming to characterize the empirical articles and how they contribute to teaching praxis. As a result, we had 20 articles applied to Basic Education. Physics teaching predominated. Articles with practical activities focused on Physics and Chemistry, and text research activities, on Biology. Aspects that may be related to the contents traditionally worked on in basic education and to the nature of these sciences. Half of the work applied to high school was carried out in technical schools, raising questions related to differences in these institutions that make it possible for teachers to be involved in this approach. The articles included: concept learning, engagement and scientific literacy. However, an important issue was observed in the studies: the evaluation within this approach is still little explored in the research.