O ensino de ciências por investigação a partir de uma análise reflexiva dos desafios em sala de aula

Abstract

Inquiry-based science teaching is an approach that highlight the construction of scientific knowledge, provides spaces for knowledge exchange, encourages critical thinking and problem solving. Although this approach can promote several benefits, its implementation in classrooms, which are often traditional, faces different problems for its effective success. This work aims to reflect and understand the challenges faced by a teacher when developing, for the first time, lessons guided by Inquiry-based science teaching. A sequence of lessons related to the physiology of human nervous system was elaborated and applied in a 6th grade class of elementary school. For data collection, we performed audio recording of the lessons, fieldnotes and collection of artifacts produced by students throughout the lessons. Based on the data, we mapped situations considered the most challenging, in the light of a reflective analysis by the teacher herself based on her practice. The results found indicate the following difficulties: i) integrating knowledge brought by students without providing ready answers, ii) creating strategies to better contextualize problem situations to be investigated, iii) insecurity in dealing with a new teaching methodology and iv) resignifying roles of teacher and student in the inquiry approach. Despite these challenges, the professional growth of the teacher is observed with regard to knowledge and the use of new teaching approaches; in addition to an expansion of collaborative learning opportunities among students. We indicate the relevance of teacher trainning in order of promoting an education more centered on the needs of this new generation of studentes in a post-pandemic world.