Abordagem investigativa nas aulas de ciências envolvendo estudantes com autismo

Abstract

Currently, science teaching presents several challenges, such as, for example, promoting knowledge by stimulating students' autonomy and critical thinking. New strategies are needed to diversify science teaching in order to contribute to the development of student motivation and engagement. The present research is characterized by an investigative character in some activities of a didactic sequence applied in a classroom which presented a profile of wide neurodiversity. In addition to teaching, it sought to promote the inclusion and participation of students with Autism Spectrum Disorder (ASD) in these activities. A didactic sequence for teaching chemistry was developed and applied to a ninth grade elementary school class. It was observed that in this sequence, the investigative approach promoted interest and involvement of students in activities, demonstrating curiosity in learning, using protagonism in the acquisition of knowledge and in discourse through arguments in the debates that took place. The results indicated that most students showed interest in the proposal and carrying out activities with motivation, including students with ASD. At the end of the intervention, the discussions were very rich, in which they elaborated and presented their arguments that evolved into a socio-scientific question, demonstrating the acquisition of knowledge through the establishment of relations between the content seen in their daily lives.