O Trabalho Prático Investigativo como Metodologia Ativa no Processo de Ensino, de Aprendizagem e de Avaliação de Alunos do 2.º CEB

Abstract

In order to motivate students for teaching science, teachers should make their teaching practices more active and innovative, using various teaching resources. One resource that promotes the construction of knowledge by the students is the Inquiry-based learning (IBL). Based on this premise, this study took place during the Supervised Teaching Practice, during the second year of the master’s in teaching of the 1st Cycle of Basic Education and of Mat/NS in the 2nd Cycle of Basic Education, with a class of 18 students from the 6th grade. The investigative process began with the formulation of the question: what are the competences that practical and/or experimental activities of an investigative nature, within the scope of science education, can develop in 2nd grade students? The aim of this study is to investigate whether the IBL allows the development of conceptual, procedural and attitudinal skills, which promote significant learning. In this sense, a qualitative methodology was used, with an interpretative and descriptive orientation, using the case study as a research strategy. The study began with the diagnostic phase, applying a questionnaire survey to students to understand their motivation and way of learning science, as well as a semi-structured interview with the teacher to find out the resources and strategies used; subsequently, a pedagogical intervention was carried out, with the development of practical and/or investigative activities and, finally, in order to evaluate the process, a semi-structured interview was conducted with the students. The data collected were analysed and triangulated and, despite the fact that this study was carried out in a pandemic period, with certain restrictions on the implementation of practical activities in schools, the results allowed us to realize the numerous potentialities of IBL for Science Education, namely in terms of the development of autonomy, collaborative work, critical and creative thinking, problem solving, among other skills.