Ensino de Química nos anos iniciais : uma proposta de ensino investigativo em aulas de Ciências com alunos do 5º ano de uma escola pública

Abstract

This study addresses the importance of Science education in the early years of Elementary School, as well as the approach and introduction of chemical knowledge at this level of education. The research, of a qualitative nature, aimed to execute and evaluate experimentation through playful activities with a 5th-grade class in a public school located in Conceição da Barra municipality. Therefore, this investigation was conducted based on the implementation of an Investigative Teaching Sequence (ITS), which addressed the topic of Density, a scientific concept proposed in the National Common Curricular Base (BNCC), in order to provide an understanding that Chemistry is present in the students' daily lives. Thus, based on the theoretical and methodological assumptions of Inquiry-Based Learning, the ITS was divided into 5 stages: Application of the initial questionnaire; Problem posing; Experimentation and collective and individual systematization of knowledge. The data obtained were analyzed following Bardin's (2016) Content Analysis methodology and classified into three categories of analysis: students' prior knowledge, development of scientific thought or reasoning, and emotional and attitudinal aspects. The results obtained in this research demonstrate that the use of ITS is an effective pedagogical strategy for teaching chemical concepts in the early years of education, as it allowed working on the topic of Density through investigative experimental activities, enabling students to develop skills such as observation, analysis, hypothesis formulation, experimentation, and conclusion. The playful and interactive approach aroused the interest and active participation of the children throughout the learning process, fostering the development of scientific curiosity and creativity. Furthermore, the importance of addressing scientific education in a clear and effective manner from the beginning of basic education becomes evident, encouraging students' curiosity and deepening their understanding of fundamental concepts in Natural Sciences. Therefore, it is necessary for educators to improve and incorporate a consistent pedagogical practice in teaching scientific concepts, enabling a more meaningful and enjoyable learning experience for children, especially at a time when the approach of scientific thinking becomes increasingly central and necessary in modern society