Aprendizagem dos estudantes nas práticas de ciência e tecnologia da rede municipal de ensino de Curitiba mediante sequências de ensino investigativas

Abstract

Investigative Teaching Sequences (ITS) are investigative activities that develops the search for answers to a problem, which leads to a systematization and a process of social construction knowledge in a collective and individual way, with the student being the protagonist of their learning. The research is justified by the need to promote changes in Science teaching, encouraging problematizing practices around the context and concepts to be studied, through Inquiry-based teaching and Investigative Teaching Sequences (ITS) since the National Common Curricular Base guides teaching focused on investigation, creation of hypotheses, experimentation, problem solving, reflection and scientific curiosity, contributing to Scientific Literacy (SL) and expanding students’ worldview about their reality. This research seeks to analyze ITS in Science and Technology Practice classes in the municipal education network of Curitiba. Therefore, the question is: How can Investigative Teaching Sequences contribute to student learning in Science and Technology Practices classes in the Curitiba municipal network? The research was conducted with students from a mixed class (4th and 5th year) of Comprehensive Education in Extended Time in Elementary School, in a public school in the city of Curitiba, in the state of Parana. The nature of the research is qualitative, intervention type and the instruments for constituting the information used were audio and video recording; students’ drawing and writing and researcher’s observations. The constituting the information analysis methodology used was Discursive Textual Analysis (DTA). The preliminary results of the research point to the importance of hypotheses in Science and Technology practical classes being a guiding axis and meaning for learning, as well as the role of the teacher in developing the systematization of learning, helping students in the transition from everyday language to scientific language, in the SL process and in the perception of Science as a construction. It was also evident that the records made by students, through drawing and writing in ITS, give meaning to the constructions conducted during investigative activity and represent the constructed learning collectively and individually. Furthermore, the graphic records in the activity of “writing and/or drawing”, a moment in which students position themselves as disseminators of Science, demonstrate the appropriation of scientific culture, being able to communicate the learning of scientific content worked through SEI.