O uso do computador em projeto investigativo no ensino de ciências: uma análise das interações e significação das transformações de energia

Abstract

Face to the current context of changes occurring in society, there is a need to develop science teaching ability to use these technologies in the construction of scientific knowledge. Within this context, this study aimed to investigate the potential and limitations of using a web platform which combines the use of new technologies with inquiry science teaching. On this platform, the proposition of problems and problem solving happen predominantly in the virtual environment, with the aid of multimedia features such as videos, simulations, animations, and links, among others. The focus of the analysis was the environment and the possibilities of social interactions promoted by the resources served by that platform. An investigative sequence on "Energy transformation" was done in an elementary school seventh grade group. Making videos and audio recordings of this investigative sequence classes allowed capturing the discursive practices, the process of making meanings and scientific concepts delivered by this learning environment. The questionnaires answered by the students and the teacher interview enabled us to check the technological profile of the students as well as the impressions and engagement of the students and the teacher in using the instrument. The computer-mediated learning environment stimulated a shift in the role of teachers, changing form their traditional function of transmitters of knowledge to mediators in the teaching-learning process. The results of this study allowed us to realize that this environment makes the students more active and promotes their engagement for the learning of scientific knowledge. By analyzing the recordings and student responses to the questionnaire we could raise some reasons for this engagement: shift in the learning environment; more active students in the Science learning process; computer use allowing mediation simulations, animations and videos, resources that benefit students interactions; educational perspective based on proposition of problem situations that require further investigation for their resolution; subject of investigative sequence related to the STSE (Science, technology, society and environment) approach, which makes teaching more significant, since it is based on real and relevant situations of social and environmental point of view; interaction and discussion with pairs of students aiming at enhancing collaboration. This environment has created situations that enable teacher student interaction in order to improve making sense of information present not only in websites visited by students but also other multimedia (animations, simulations, videos) of the investigative sequence.