Sequence of investigative education: questioning Science classes in early years with Electricity contents

• Autor(a) principal: Azevedo, Lidiany Bezerra
• Data de Publicação: 2017
• Outros Autores: Fireman, Elton Casado
• 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/1223
• topic: Eletricidade; Conhecimento físico; Sequência de ensino investigativa; Electricity; Physical knowledge; Sequence of investigative teaching

This article aims to discuss the subject of electricity in the first years of elementary school, because we believe that the student of this early should be encouraged to learn the contents of physics and especially this subject that is of the utmost importance, since it is part of the Of children. Thus, we developed a sequence of research teaching, addressing the contents of electricity, since the National Curricular Parameters of Science Teaching consider the presence of these contents in elementary education important. In view of this, the proposed research will be of a qualitative nature, type research action, developed in a class of the 5th year of elementary school, being the research site a School of the Municipality of Palmeira dos Índios. As an instrument of data collection, we used questionnaires And audio recordings. For data analysis, we will use content analysis based on some indicators of Scientific Literacy proposed by Sasseron and Carvalho (2008). The results pointed out that Research Teaching is a methodology that provides the student with an effective and That investigative practices help students to become scientifically literate.