O processo de experimentação promovendo aprendizagens e competências científicas

• Autor(a) principal: Sartori, Paulo Henrique dos Santos
• Data de Publicação: 2012
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000gftb
• Texto Completo: http://repositorio.ufsm.br/handle/1/3526
• topic: Processo de experimentação; Aprendizagens científicas; Competências científicas; Process of experimentation; Scientific learnings; Scientific competences; CNPQ::CIENCIAS BIOLOGICAS

The experimentation has been a practice little and inadequately explored in school space assuming functions of demonstration and verification, predominantly focused on the end result. We propose, then, to focus on the process, that is, to perform a constant exploration of everything that makes up and happens while conducting an experiment. Through the careful examination of each step it is possible to discuss and contrast knowledge and, at the same time, build skills and competences. In elementary school, the student is immersed in the universe of a unified science, which allows the rescue and the recovery of a more integrated vision of scientific phenomena. In this context we recognize the potential of the process of experimentation to promote learning and scientific competences in a group of twenty six students from 3rd year of the 3rd cycle (equivalent to 9th year) of elementary public school located in a region of high social vulnerability on the outskirts of the city of Porto Alegre. Students were encouraged to develop, assemble and perform experiments, through gradual steps of familiarization with materials and devices. During the development of the activities carried out in twelve class hours interspersed with regular classes, we analyzed the actions, behaviour and material and textual production of the students, through reports, questionnaires and written records, adopting a participatory observation methodology, in order to collect qualitative aspects related to promoting competences and scientific learning arising from the process of experimentation. The assessment of the results revealed the learning of countless concepts related to the studied phenomena and the formation and consolidation of multiple and relevant competences, which are pertinent to science education.