Reflexões sobre a prática docente: a elaboração de hipóteses no trabalho com a abordagem investigativa

Abstract

This work analyzed how a teacher stimulated the elaboration of hypothesis in science lessons. The analysis took place from a didactic sequence of seven lessons guided by the Inquiry-based Science Teaching in 6th grade classroom of Elementary School. For data collection, the lessons were recorded in audio and then some interactions were transcribed and analyzed in the light of the Diagnosis of Elements of Inquiry-based Science Teaching tool (DEEnCI). The results indicate a movement by the teacher to bring aspects of interest to the students and their daily lives, in order to introduce the question to be investigated. The teacher also directed the classroom discourse towards the elaboration of the question and the discussion of hypotheses for the investigation. The teacher repeatedly insisted that the students participate and build ideas on the collective level of the class, even in the face of some resistance. We discuss implications for pedagogical practice, especially with regard to the teacher's role in helping students to advance in certain uncommon practices in traditional teaching.