Ensino de Ciências por Investigação : reflexões com professores dos anos iniciais

Abstract

Several research point out the importance of inserting Science Teaching in the early years of Elementary School highlights the knowledge of these subjects support the students learning process. Thus, we defend the science approach in the investigative manner, to allow social interaction, to consider the child's reasoning, to encourage their autonomy. Hence, the following qualitative research investigated a development of an Inquiry-Based Teaching Sequence (IBTS). In the context of an extension course contributed to the reflection of the teachers in Science Teaching in the initial years of Elementary School. Therefore, six elementary school teachers took an extension developing various activities, as: answering to questionnaires, discussions about investigative teaching through texts and activities, many of them contained in the IBTS, along with two practical activities proposed in the IBTS. In the end, the teachers elaborated, in pairs or individually, a sequence of classes seeking to contemplate the investigative teaching. The collected data was analyzed, following the assumptions of the content analysis and confronted with the theoretical reference that supported the research. As results, we highlight some of the categories that emerged from the participant's answers: understanding about the importance of Science Teaching in the early years, investigative activities developed in practice, didactic resources used in their classes and difficulties to develop science subjects. We were able to identify that the activities carried out in the context of the extension course, in particular the IBTS, provided still the teachers reflection about their practices and the insertion of the research teaching in the development of science subjects in the initial years.