Sequência didática investigativa aplicada ao conceito e caracterização dos ecossistemas

Abstract

Investigative teaching is a great ally of the teacher. The student is no longer just the receiver of pre-defined knowledge to be the center, that is, the protagonist of the entire teaching process, making him question like a scientist. In this research, we sought to apply an Investigative Didactic Sequence using ICTs in ecology teaching, specifically in the concept and characterization of ecosystems. The study was conducted at the Institute of Education, Science and Technology of Maranhão (IEMA), I.P. Bushes. The methodology of this research was organized as follows: selection of sites with potential for teaching ecology; research configuration (recognition of the research site, choice of the participating group and instruments for data collection); structuring the didactic sequence; data collection and analysis; product making. Thirty-one students participated in the preliminary questionnaire. In the analysis of the three subjective questions, the answers were categorized into: with context (correct answer); little context (partially correct answer) and no context (incorrect answer). The data constructed from the didactic sequence were very specific about the ecology content, thus, there was a need for a theoretical support to establish a relationship between what was taught and what was applied with the objective of a solid understanding at the end of the course. Investigative Didactic Sequence (SDI). The collected data showed that the proposed proposal allowed the students to reframe their knowledge about the environment where they live. Through SDI, it was possible to explore pedagogical moments that promoted a stimulus for the development of autonomy and the protagonism of students.