Inquiry in science teaching: social interaction opportunities and its importance for the construction of moral autonomy

• Autor(a) principal: Sedano, Luciana
• Data de Publicação: 2017
• Outros Autores: Carvalho, Anna Maria Pessoa de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n1p199

Group work in science classes in the elementary school: everyday practice if we have in perspective an inquiry-based teaching. By choosing the science teaching methodology that it surpasses the concern only the conceptual content, we offer students the opportunity to build their moral autonomy. This construction is promoted by social interactions in educational proposals that allow for group work. This article presents a research realized to students of the 4th year of elementary school in a public school in São Paulo. We investigate the construction of moral autonomy, while the students, in groups, solved one investigative activity Science activity. This is a qualitative research. For data analysis, we created categories that would define the diversity of attitudes presented by the students. This analysis confirms the importance of group work and social interactions and diversity of present attitudes to the construction of moral autonomy.