Pequenos aprendizes da ciência: explorando o método científico através de uma sequência de ensino investigativa

Abstract

Knowing about science and its languages and procedures is understanding that Scientific Education is important for the critical and scientific development, especially of children in the learning environment, as well as in the form of behavior towards society. Children's involvement with the particularities of science, such as observing, questioning, creating, solving, investigating, reflecting, is an essential fact for bringing them closer to science today. And a way to help in this process of bringing children, science, scientists and the scientific method closer together is the Teaching of Science by Investigation (ENCI). With this in perspective, an Investigative Teaching Sequence (SEI) was carried out, structured into three actions: systematization, contextualization and application of knowledge, addressing the themes: science, scientist and scientific method. The research is basic in nature with a qualitative approach and exploratory character. The study was developed with students in the fifth year of Elementary School I at a public school in Teresina-Piauí. Data were collected through questionnaires, materials produced by students and audiovisual records. The focus of this work is to analyze science teaching in Elementary School I, focusing on the triad composed of science, scientific method and scientist. The central question that guides this investigation is: How is the rapprochement between scientific knowledge and children in the school environment, considering scientific education in Elementary School I? In order to address and respond to this question, this work aimed to develop, apply and evaluate an investigative teaching sequence with students in the 5th year of Elementary School, in which we sought to explore the relationship between science, scientist and the scientific method in science teaching. Given the data collected, it became clear that (SEI) is a viable strategy in promoting the desire to participate and get involved in the process of assimilating knowledge about science, scientists and the scientific method. Furthermore, it proved to be an important approach in helping children get closer to science in an effective, dynamic and systematic way. Furthermore, stimulating research skills, allowing a new look at nature and phenomena and contributing to qualifications in teacher training.