Atividades investigativas no ensino de química : um estudo sobre seu impacto no processo de construção do conhecimento científico

• Autor(a) principal: Oliveira, Carlos Bruno Alves de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/5116
• topic: Química; Ensino de química; Ensino de ciências; Ensino médio; Aprendizagem por atividades; Ciência; Metodologia; Atividades investigativas; Conhecimento científico; Science teaching; Investigative activities; Scientific knowledge; CIENCIAS HUMANAS::EDUCACAO

With regard to the teaching of science, there is a growing number of didactic proposals that seek to create educational environments conducive to the development of student autonomy. It is believed that this is one of the prerequisites for students to begin to see scientific knowledge not as a product presented to them, but rather as a result of reflections and debates about the contexts and the social phenomena that surround them. Inserted in this perspective are the Investigative Activities. It is an approach in which, through problem solving, students approach the scientific culture, developing skills and abilities that make them the main responsible for the construction of knowledge. With the intention of investigating the impacts of the use of investigative activities in the teaching of Chemistry, three activities of this nature were planned, being applied in two classes of the second series of high school, belonging to a public school in the interior of Sergipe. The written productions of the students, as well as the audio of the discussions that took place during these activities were analyzed through Content Analysis, proposed by Moraes (1999). In this process, there were several moments in which it was possible to identify the intellectually active participation of the students in situations where they were stimulated to reflect, to elaborate hypotheses, to plan strategies, to make decisions when executing them, to question, to critically analyze their ideas and, when necessary, rebuild them. It can be affirmed that the most relevant observation of this research was the autonomy manifested by a good part of the students throughout the activities. Especially in the last two activities, which dealt with the planning of experiments, the engagement of these students in the search for the solution of the problems they face point to the potential of research teaching, concerning to the promotion of an environment in which the student is the center of the teaching- learning process. Several student actions identified in this work, also present in the routine of scientists, show that Research Activities can promote environments conducive to the construction of scientific knowledge, as well as the understanding that this is not a set of laws and theorizations, understood as the result of a dynamic and open process.