Investigação na cozinha

Abstract

This article addresses the elaboration, development and analysis of an optional discipline for a degree course in Chemistry that had classes planned so that future teachers could experience investigative activities. Thus, an attempt was made to bring undergraduate students closer to a type of teaching that considers teaching and learning approaches that are not centered on the teacher, but on the students. An applied research with intervention was carried out. In this type of research, the direct source of data is the natural environment and the researcher is the main data acquisition instrument. We identified that the students had the opportunity to experience verbal communication, the written notes that involved the considerations about the research developed and the socialization questions contained in the semi-structured script, in addition to the gestures practiced during the position defended in the production of explanations for the operating principle of each of the devices. As for the typifying characteristics of a scientific investigation in the school environment, we observed that all investigative activities (microwave device, electric fryer, pressure cooker and popcorn cannon) presented a problem to be solved. These, in turn, proved to be suitablefor the target audience (initial teacher training) since, for the most part, they motivated students in the search for a solution. In addition, students had to trigger the query of data, information and prior knowledge on the subject to raise and test hypotheses. Added to this, during the activity, the students recognized variables, established cause and effect relationships, had the participation of different people to build a scientifically adequate explanation for the functioning of the device. In turn, the issue of language developed in interactions during investigative activities showed signs of scientific reasoning as a result of the proposed problem. We believe that providing opportunities for experiences within the investigative approach during the initial training course can reinforce, even if implicitly, characteristics: 1. of the nature of Science accessible to students (such as the construction of hypotheses from the scientist's imagination or creativity); 2. from an undistorted view of scientific work (such as the individualist/elitist view).