Desenvolvimento de competências científicas por meio de sequências de ensino investigativas em um clube de ciências na Amazônia paraense.

Abstract

In this research, we propose to understand the relationships between Inquiry and the development of Scientific Skills based on the following question: which Scientific Skills can be developed by students during experimental activities proposed in Inquiry’s Teaching Sequences carried out in the Science Club Prof. Dr. Cristovam W. P. Diniz? To do this, we take into account the main historical, social, political and economic aspects that led to the emergence of Competency-Based Education. As a methodological option, we carried out a Bibliographic Analysis of three dissertations produced by teacher-monitors who graduated from the Club. Thus, our research data was constituted from the transcriptions of the dialogues between the teacher-monitors and the Science Club students that we found in the dissertations chose. We used Content Analysis to find, in these dialogues, categories that could be associated with Scientific Skills. From this analysis, five categories emerged that relate to the conceptual, procedural and attitudinal dimensions of Scientific Competences: concept identification and description; causal explanations and logical-deductive reasoning; conceptual learning; description of materials/procedures and elaboration/testing of hypotheses; and teamwork and engagement. In response to the research question, we concluded that the use of Inquiry in Science teaching contributes not only to the teaching and learning of scientific concepts, but also to the development of Scientific Skills of a conceptual nature, such as critical scientific thinking, procedural, such as the elaboration and testing of experimental hypotheses, and attitudinal, such as engagement and teamwork.