A experimentação investigativa no ensino de ciências no nono ano do ensino fundamental sobre a temática eletricidade

Abstract

The present study brings a proposal that was developed with a group of ninth year of Elementary School of Full Time of a state technical school of education, located in the rural zone of Caçapava do Sul, RS. Aiming for a more qualified Science Teaching with more critical and participatory young people, a work using the Investigative Experiments methodology is proposed, whose guiding question is “What are the potentialities of Investigative Experiments in learning concepts in Science Teaching?” Under the empirical prism, the study carried out was justified by the need for activities that stimulate the active and cognitive participation of the students, since the investigation about the object of study is based, in most cases, only on memorizing facts and concepts that soon pass and not in reasoning and in the search for knowledge. In this sense, their acquisition of concepts can be based on research through experimental activities. As a general objective, it sought to map the potential of Investigative Experiments in learning concepts in Science Teaching with Basic Education students from a ninth-year class of Full-Time Elementary School, as a way to build a more efficient and relevant Science Teaching. To carry out this work, a literature review was carried out on Investigative Experimentation in Science Teaching, which was carried out through a search for articles related to the subject in six (6) journals of the Qualis Capes A1, A2 and B classification. , five (5) national and one (1) international in the period 2010-2019, aiming to survey how Experimentation has been worked on in recent years and, based on the reading of the articles, categories of analysis were constructed: (i) Investigative Experimentation in Initial and Continuing Teacher Training; (ii) Investigative Experimentation in Basic Education. In addition to this review, the work was supported in the light of Jerome Bruner's Theory of Learning, by emphasizing that individuals learn by solving a given problem. As an epistemological reference, Larry Laudan is treated and the theoretical basis of Science Teaching based on research is treated by some authors in the area who defend the methodology of Investigative Experiments as an effective methodological strategy. For the production of data for this research, two Likert-type questionnaires were carried out, the initial one to verify prior knowledge and the final one, after the implementation of the experiments. The experimental classes were recorded through audios and videos, in addition to written reports by the students of the experiments. The quantitative and qualitative research was used. For Lüdke and André (1986) qualitative research has the natural environment as its direct source of data and the researcher as its main instrument. During the methodological execution of the blocks of experiments, the content of Science was approached, relating it to the Electricity theme. Bardin's Content Analysis was used as a methodological tool for analysis of results, which from the data produced emerged categories of analysis based on the Initial Questionnaire, on the application of Investigative Experimentation activities, on the Final Questionnaire and on the discursive questions applied at the end of the implementation from work. As a final production, the block of experiments implemented during the master's degree is available in an instagran profile, involving the methodology of Investigative Experiments so that other teachers can also make use of this teaching methodology and be able to show the potential that the investigative experiment presents, such as methodological resource in the acquisition of concepts related to the Natural Sciences component. From this research, some difficulties of the students in the aspects related to the different stages of the implementation of the proposal were evidenced and potentialities of the use of the Investigative Experimentation were revealed, such as, the development of cognitive abilities during the elaboration of strategies, motivation, reflection criticism, creativity and argumentation.