Vi na lama: estudo investigativo sobre eutrofização

Abstract

Over the last decades, the teaching of Biology has undergone some methodological changes that aim to, among other things, improve the learning of contents by students. To this end, new ways of approaching content have been implemented in the classroom, which has also led to the overcoming of conventional teaching methodologies that continue to be a reality in many Brazilian schools. These changes aim to make the teaching and learning process more dynamic and attractive to students. The general objective of this research was to evaluate an Investigative Teaching Sequence (SEI), implemented with students, aiming to improve their Scientific Literacy (AC) process on the eutrophication content. To achieve this objective, the study was developed based on the participatory research model and the qualitative approach, and sought to awaken in students observation and a broader understanding of different aspects that involve the process of eutrophication of surface water glasses. The research presents us with the views of 12 students from the 3rd grade of regular high school, at night, from a school located in the rural area of the municipality of Timon - MA on the aforementioned process, of which 8 (67%) are male and 4 are male. (33%), female, aged between 17 and 51 years old at the time of data collection. Data collection took place through the annotation of the hypotheses elaborated by the students themselves, on an A4 sheet of paper, for the two questions problems of the SEI and the recording, in audio, by the teacher's repetition of the students' speeches as well as of his own, which took place during the stages of the SEI implementation. To record the speeches, a smartphone device was used. Drawings were also analyzed, accompanied by their description, made by students in pairs. The analysis of the discursive interactions that took place during the implementation of the SEI showed that it was simportant for students to achieve different Scientific Literacy Indicators (SCI), for example: Information Organization; Information Classification; Logical reasoning; Proportional Reasoning; Hypothesis Survey; Hypothesis Test; Justify; Forecast; Explanation; To argue; Articulate Ideas; Investigate and Problematize, which showed us how important student participation in classroom interactions is for them to acquire and build their own knowledge. As from the results found, you can also say that the SEI implemented in that class, proved to be an important methodological instrument capable of contributing to the process of Scientific Literacy of students, on eutrophication. Important emphasize still that this is a process in continuous construction and, therefore, that is consolidated over time.