The unexciting reality of science education, particularly in elementary school, where the excessive reliance on textbooks and the simplification of strategies do little to maintain the inherent curiosity of the age group in question, nor to provide real and contextualized learning, has become a constant issue. Thus, this article seeks to highlight the role of investigative didactic sequences for teaching and learning in science, clearly considering the objectives and educational assumptions inherent to more active approaches and methodologies. It emphasizes the contributions of practical and experimental strategies, guided by inquiry-based teaching, as a means for the formulation of quality hypotheses and well-structured questions by students throughout the process. The presented data originated from a didactic sequence carried out in a public school during the initial cycle of elementary education, in a mixed group of 24 students from the 3rd to 5th grades, outside regular school hours. The obtained results show significant contributions and validate the aspects raised in the bibliographic review of the same.
Full article Related workResearch stemming from an ongoing doctoral study sought to develop a course on the Moodle platform to enhance the meaningful learning of science teachers in Latin America through their continuous education on the epistemological approach of the science didactic laboratory, with remote laboratories. The methodological sequence required: 1. Review of the state of the art 2. Course Planning and Course Validation by judgment of 9 experts in the field. The next steps of the research point towards a validation process by user judgment (students of the Postgraduate Program in Science and Mathematics Teaching (PECIM-UNICAMP) and science teachers affiliated with the West Campinas Education Directorate, SP) during the first semester of 2017.
Full article Related workThe disinterest of students in scientific topics compels us to examine the reasons behind this situation and consider the challenge of transformation. Therefore, we aim to understand how working with teaching and learning strategies focused on Meaningful and Creative Learning can contribute to changing this scenario. In this empirical and qualitative investigation, guided by Design-Based Research (DBR), a didactic sequence was analyzed. This sequence was developed with a focus group of 24 students aged 8 to 10 years and involved a process of research, argumentative discussion, field visits, and the textual, artistic, and creative production of the students, mediated by the researcher. The results indicate evidence of changes in attitudes and the occurrence of significant learning related to scientific knowledge.
Full article Related work
Department of Biochemistry and Tissue Biology
University of Campinas
