O ensino de Ciências nos anos iniciais do ensino fundamental a partir da metodologia investigativa: análise das contribuições de uma sequência didática para o ciclo da água em uma proposta experimental

Abstract

This research sought to raise alternatives for a new teaching and learning proposal for students with learning difficulties, given the need to review the traditional teaching methodology towards active teaching to meet current educational demands. Therefore, the main objective of this research was to analyze the contributions to learning about the water cycle from a sequence of empowering activities based on the investigation teaching methodology and experimentation, by involving students in classes from a participatory perspective. To this end, research was initially carried out to understand the theoretical/conceptual context of inquiry teaching, in order to then propose the SEI. Through this proposal, we sought to find answers to the problem of verifying the contributions of the investigation teaching methodology and experimentation to the teaching/learning of scientific concepts related to the water cycle in the context of 3rd grade elementary school students, in a class called ZDP. To this end, we used a qualitative approach and phenomenological procedures as a methodology for analyzing and processing the data. Based on the activities carried out, as well as the students reports on this experience, it was found that the link between science teaching and experimental investigative activity can make the school space a pleasant and strategic environment for exchanging knowledge and experiences. In this way, scientific learning is enhanced, so that it becomes a meaningful scenario, considering that the use of different methodologies in the school context can favor the student's leading role in the construction of their learning.