Science teaching in Adult and Youth Education (EJA) addressing the topic of density using an inquiry methodology

Abstract

The research aims to present practices of teaching science in the EJA. We work on the density theme, based on the inquiry methodology, aiming to improve the scientific knowledge of young and adult students and stimulating the active posture, mobilizing them for actions with critical and reflexive positions. The studies of Paulo Freire, are the frame for teaching propositions of the EJA and the authors that defend the conceptions about inquiry methodology were considered for the practices of scientific investigation, realization of experiments with data acquisition and findings. The previous knowledge of the students was always taken in account before the propositions intended for the construction of new knowledge. Cooperative and collaborative activities were proposed and developed in the way to improve discursive interactions, contributing to the development of cognitive and social skills. The methodology has a qualitative approach, is an actionparticipant research, with fifteen young students and adults, of the JSCA / Bauru. The data were collected and analyzed considering the presentation of the problem situation, dialog classes, research activities and experiments, as well as the experiences lived individually and collectively in the classroom. The results indicate significant advances in relation to previous knowledge, vocabulary increase, development of perception regarding materials and their behaviour in water, besides of the students, interaction during and after the pedagogic practices.