O processo de construção de conceitos e o desenvolvimento de práticas científicas e epistêmicas em uma sequência de ensino investigativa sobre energia mecânica

Abstract

Theoretical references discuss the importance of a resignification of science teaching to a new view of the world in which the student permeates. In this perspective, some studies problematize that teaching science (physics, chemistry or biology) requires a planning that stands out from the conceptual content and the ideas of scientific thought, this evidence that we must teach not only the content but insert the students into the universe of science so that by observing the phenomena of nature they can build their hypotheses, create their ideas and organize them seeking to understand the phenomenon observed through the lens of science. Teaching by research goes through a conception of scientific education that comes close to scientific doing, which is not just studying science, the development of scientific and epistemic practices also follows this movement. In this sense, we seek to answer: “How can teaching by research contribute to the learning of Mechanical Energy concepts and bring students closer to scientific culture?”. We aim to analyze the process of building concepts associated with Mechanical Energy and the development of epistemic and scientific pThe results indicate that the classes held during SEI have characteristics typical of investigative classes and that these activities have promoted the development of practices typical of scientific culture by studentsractices in a sequence of investigative teaching. The study is qualitative and the research fits into the interventional type, that is, an applied research and which have interferences (during the application) of the researcher teacher, the work was developed with students of the first series of regular high school in a state public school . The analyzes were carried out by means of audio and video recordings. The results indicate that the classes held during SEI have characteristics typical of investigative classes and that these activities promoted the development of practices typical of scientific culture as proposition and communication of ideas, testing of hypotheses and construction of explanations by students. Another result presented is the expansion of meanings related to concepts such as kinetic energy and gravitational potential during the development of the sequence. This research generated an educational product, which is SEI itself.