"O que há na água do Arrudas?" uma proposta de ressignificação de tarefas no ensino de ciências por investigação

Abstract

Students' lack of interest in developing school tasks has been a major challenge for science teaching. The student's passivity, sometimes seen only as a deposit of information, may be associated with this situation and awaken the need to think about the student's protagonism, critical and responsible for their own learning. In this scenario, the present work presents a proposal for a didactic sequence that associates the inverted classroom with the teaching of science by investigation through activities here called re-signified tasks. The activities, anchored on requests for active methodologies, were trained by 7th grade elementary school students from a public school in Contagem-MG, and covered the contents of preparations and basic sanitation through the following questioning: “what is in the water of the Arrudas?”. The resignified tasks were continuities from the discursive adolescents that happened at different moments of the classes. The result shows that flipped learning can be a great ally to teaching by investigation, above all, because it allows students to present aspects of everyday life to the problematizations made in the classroom.