Metas de realização e autoconceitos de estudantes de ciências em contexto de ensino com pesquisa

Abstract

We aimed to verify if attendance, participation and learning in a research project would be related to changes in achievement goals and self-concepts of science students. We conducted the investigation in a public school with a class of 30 students in 9th grade of elementary school. Students investigated the knowledge of residents from Benfica-PA, regarding medicinal plants and their relationships with environmental degradation. Initially, about 75% of the class had learning goals and 45% showed a positive self-concept. There were few changes in self-concepts and targets. Most students had a high or regular frequency. About half the class had low participation and insufficient learning. Positive self-concepts were associated with the learning goal and the highest levels of participation and learning. Although some of the results confirm the literature, they also point to difficulties in motivating students, even in a context of teaching with research.