O ensino de ciências através da atividade investigativa: analisando o entendimento conceitual e procedimental de professores dos anos iniciais do ensino fundamental

Abstract

This research had as its object of study, the mapping of the understanding of teachers in the early years of Elementary School about investigative activity for the teaching of Sciences, based on the following guiding question: How is the understanding of teachers about the definition and application of activities configured? investigations in science teaching? As it is a latent trait, the mapping of understanding requires the construction of a well-defined structural model with specific theoretical lenses, which supported the construction of two item banks, which, after the validation process for refinement, resulted in a data collection instrument. . Through the mixed methodology, we analyzed the answers of 24 professors about the understanding of investigative activity through a questionnaire, in terms of definition (concept) and actions (procedures). There were indications that the knowledge about the investigative activity of teachers is limited, as in general terms they demonstrate knowledge of the most publicized principles of the approach, such as student protagonism, the mediating role of the teacher, and the proposal of challenges for teaching. However, when specifications of the approach are put on the agenda, such as the conduct of the activity itself, the evaluative aspect and the organization of time and space, understanding is restricted and the answers carry elements that are confused with the traditional perspective of teaching in the laboratory. structured. In general, the research presents a basis for future studies and for thinking about the formative aspect of teachers in the early years of Elementary School in Science Teaching.