Unidade investigativa de ensino para abordagem do conteúdo luz em ciências

Abstract

Currently, science education faces a challenge regarding how knowledge is transmitted to students. The behaviorist paradigm, which seeks immediate and measurable results, can lead to a mechanistic and decontextualized approach to teaching. Teachers are often pressured to teach a large amount of content without considering the social and scientific relevance of this knowledge. However, it is essential to rethink this approach and seek alternatives that promote meaningful learning, capable of relating scientific concepts to students' reality and encouraging the development of skills and critical thinking. With that said, this study aims to propose and analyze the contributions of an investigative teaching sequence based on David Ausubel's meaningful learning theories, for the teaching of the topic LIGHT with the aid of a homemade spectroscope in the final years of elementary school in the Science subject, in a public school in Ponta Grossa/PR. Data analysis was carried out using the framework proposed by Marco Antônio Moreira and his units of potentially meaningful teaching and their evaluation methods through concept maps. The interpretation of the maps was supported by Laurence Bardin's semantic qualitative content analysis. The application revealed that well-structured investigative practices in sequences can partially contribute to the teaching and learning process within the stages of meaningful learning.