O ensino de ciências por investigação e o desenvolvimento das competências socioemocionais em estudantes com dificuldades de aprendizagem: um estudo de caso

Abstract

When we think about the teaching through investigation as stages and pedagogical rationale which aim to develop a scientific experiment, the current research has as its goal to create an investigative teaching sequence in a female student of a multifunctional resource classroom, and from the application of ITS provide the development of socioemotional competences proposed in the CCNB (Common Curricular National Basis). In order to develop this study, some investigative Science teaching assumptions adapted by Zômpero e Laburú (2011) and Carvalho (2013) were used. The adopted methodological referral, a qualitative approach, case study, and in the organization and the data interpretation, a content analysis by Bardin (2011) was used. To sustain the dialogue analysis transcribed from the student’s narrative, through voice recording, the DIAIS (an instrument to analyzes the dialogues which through the student’s narrative) were used. In this way, the most important research question is: Is it possible to develop the socioemotional competences that the CCNB proposes by using an investigative teaching sequence? To answer this question, the general goal is to allow the IST (Investigative Science Teaching) in multinational resource classrooms as one methodology to students with learning disabilities. It is intended, therefore, that this research can contribute with the teachers/ educational psychologists in assisting the students and that it can allow new ways for a methodology focused on the experience and reflection. The results showed that, in the already mentioned study, the stages of the investigative science teaching can provide more relevant space to develop such competences. The research problem was answered, checking that there are evidences of the socioemotional competences in the student’s behavior and that it can be possible to integrate the curricular components with students’ real life and collaborate with the competence development which were proposed in the CCNB.