PRÁTICAS INVESTIGATIVAS NO ENSINO DE CIÊNCIAS PARA OS ANOS FINAIS DO ENSINO FUNDAMENTAL: GUIA PRÁTICO

• Autor(a) principal: Camargo, Cesar Valmor Marinho de
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1169
• topic: Práticas investigativas; Ensino de Ciências; Educação básica.; Research practices; Science teaching; Education.; Ensino de Ciências e Matemática

This study is part of the Teaching and Learning of Science and Mathematics research line, of the Graduate Program in Science and Mathematics Teaching, at the Franciscan University. The investigative practice aims to create the conditions for analysis activities and other mental operations of students, which are necessary for learning content. Afterwards, it is possible for both to follow together in an interactive action in which the teacher, as a mediator, presents the scientific content to the student, who gradually learns the new object of knowledge. Experimentation is an activity that enhances science teaching and learning and stimulates students' interest in the classroom. Thus, the objective was to elaborate a Practical Guide with investigative practices on Science for the Junior High School grades. In order to achieve the general objective of the work, the study was structured as follows: the introduction, the theoretical contribution with a dialogue between the National Common Curricular Base and the Curriculum Guiding Document, the role of experimentation in Science Teaching and the research of some investigative practices in Science Teaching. The methodology was qualitative, with a documental analysis. The target audience of this study is formed by Junior High School students. The product consisted of the elaboration of a Practical Guide for investigative activities in Natural Sciences. As a result, it could be observed that investigative practices have great potential to be applied in Junior High School, since they allow the teacher to mediate the content of Science, which enables students to be more than spectators in the face of the knowledge process. This practice may help contextualize knowledge and instigate students' interest in scientific research.