Aprendendo a ensinar por investigação: os primeiros passos na trajetória de uma professora de Biologia

Abstract

Faced with the current challenging context of science teaching, teachers and researchers have proposed pedagogical alternatives for students' scientific formation in the 21st century. Among such proposals, Inquiry-Based Science Education (IBSE) emerges as an approach aimed at bringing students closer to scientific practices, providing contextualized learning in the field of Natural Sciences. Despite its potential, there are several difficulties in implementing IBSE. In this research, we focus on challenges encountered by teachers seeking to initiate the use of IBSE in their classes. We analyzed how a novice teacher taught through inquiry, based on an investigative didactic sequence (IDS) on arthropods. Guided by an ethnographic perspective, we conducted participant observation of the classes within this IDS and mapped events throughout these classes, identifying the most significant events for analysis. We analyzed discursive interactions of these events and activities carried out by students during the sequence. The results indicate how the teacher sought to implement IBSE through work with the domains of scientific knowledge in the classroom - conceptual, epistemic, and social. Three aspects were highlighted in this process, based on how the teacher: i) supported students in working with data in the investigation; ii) situated the investigation as a routine of collective work for the class; and iii) articulated conceptual knowledge with the epistemic and social domains in the flow of the investigation. The product generated in this study is a new IDS, modified and adapted from the analysis of the original sequence, based on the learnings of the teacher-researcher, her trajectory, and reflections. The new IDS was suitable for Elementary and High School Education and organized into an e- book, available on the Educapes portal.