Ensino de ciências por investigação nos anos iniciais do Ensino Fundamental: revisão bibliográfica, ferramentas e estratégias.
Data
2023-01-12
Autores
Matos Neto, Benjamin Rodrigues 
Orientadores
Ferreira, Yara Araújo
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho apresenta uma revisão bibliográfica de artigos que abordam o ensino por investigação como proposta de orientação pedagógica em aulas de Ciências no Ensino Fundamental I. O ensino por Investigação pode ser caracterizado como uma abordagem didática que tem como objetivo desenvolver no aluno um senso crítico, a capacidade de formar opiniões, desenvolver a argumentação e elaborar conhecimentos. O Ensino de Ciências por Investigação no Ensino Fundamental I é de grande importância pois nessa idade conhecimentos começam a se desenvolver e consolidar, onde os alunos têm a maior criatividade e abertura para novos métodos de aprendizado. Isto propicia que os alunos desenvolvam sua autonomia intelectual e passem a ser protagonistas no processo de aprendizagem. A revisão desenvolvida neste trabalho procura auxiliar os professores os apontando quais ferramentas e estratégias são utilizadas no Ensino por Investigação, segundo a literatura atual, para colaborar com a aprendizagem em Ciências no Ensino Fundamental I. Consideramos que, conhecer os trabalhos acadêmicos sobre este tema, suas ferramentas e suas possibilidades de aplicação, pode nos fornecer parâmetros para a ampliar utilização dessas práticas nos anos iniciais do Ensino Fundamental. A pesquisa foi feita utilizando o Portal de Periódico da CAPES, o qual retornou um total de 76 resultados com os filtros utilizados, destes os 49 resultados indicados como mais relevantes foram escolhidos para análise. Após uma análise preliminar foram selecionados os 31 artigos que estavam relacionados aos Ensino Fundamental I. Os artigos foram categorizados e analisados com base em duas categorias: Metodologia da Pesquisa e Objetivo do trabalho, cada uma com quatro subcategorias. Com as análises dos artigos concluímos que o Ensino por Investigação auxilia no aprendizado e desenvolvimento dos alunos, e que este tem diferentes formas de ser utilizado. Desta forma, a compreensão das ferramentas disponíveis e dos resultados alcançados na aplicação do Ensino por Investigação no Brasil, com base na literatura, fornece parâmetros para avaliar sua efetividade no Ensino de Ciências. Observamos também a necessidade de pesquisas que se aprofundem em questões e perspectivas relacionadas ao Ensino Fundamental I, principalmente quanto a formação de professores e impactos do Ensino por Investigação a longo prazo. Assim, com esta pesquisa tentamos entender a relevância do Ensino por Investigação nos anos iniciais da vida escolar e quais seriam as estratégias e métodos para utilizá-lo no Ensino de Ciências. Através desse levantamento podemos compreender que o Ensino de Ciências por Investigação tem se tornado um tema cada vez mais relevante e recorrente, como método para desenvolver a Alfabetização Científica, cidadãos críticos e com autonomia intelectual.
This monograph presents a bibliographic review of articles that address Inquiry-based Teaching as a proposal for pedagogical guidance in Science classes in Elementary School. We can characterize Inquiry-based Teaching as a didactic approach that aims to develop in the student a critical sense, the ability to form opinions, develop arguments and elaborate knowledge. The Inquiry-Based Science Teaching in Elementary School is importance because at this age knowledge begins to develop and consolidate, where students are more creative and open to new learning methods. This allows students to develop their intellectual autonomy and become protagonists in the learning process. The bibliographic review developed in this work seeks to help teachers by pointing out which tools and strategies applied in Inquiry-based Teaching, according to current literature, to collaborate with learning in Science in Elementary School. We believe that knowing the academic work on this topic, its tools, and its application possibilities, can provide us with parameters to expand the use of these practices in the Elementary School. The research was used the website of CAPES, which returned a total of 76 results with the filters used, of which the 49 results indicated as the most relevant were chosen2w for analysis. After a preliminary analysis, the 31 articles related to Elementary School were selected. We categorized and analyzed the articles using two categories: Research Methodology and Purpose of the work, each with four subcategories. With the analysis of the articles, we conclude that Inquiry-based Science Teaching helps in the learning and development of students, and that it has diverse ways of use. In this way, understanding the available tools and the results achieved in the application of Inquiry-based Teaching in Brazil, based on the literature, provides parameters to evaluate its effectiveness in Science Teaching. We also note the need for research that deepens issues and perspectives related to Elementary Education, especially for teacher education and the long-term effects of Inquiry-based Teaching. Thus, with this research, we tried to understand the relevance of Inquiry-based Teaching in the early years of school life and what would be the strategies and methods to use it in Science Teaching. Through this survey we can understand that the Inquiry-based Science Teaching has become an increasingly relevant and recurrent theme, as a method to develop Scientific Literacy, critical citizens and with intellectual autonomy.
This monograph presents a bibliographic review of articles that address Inquiry-based Teaching as a proposal for pedagogical guidance in Science classes in Elementary School. We can characterize Inquiry-based Teaching as a didactic approach that aims to develop in the student a critical sense, the ability to form opinions, develop arguments and elaborate knowledge. The Inquiry-Based Science Teaching in Elementary School is importance because at this age knowledge begins to develop and consolidate, where students are more creative and open to new learning methods. This allows students to develop their intellectual autonomy and become protagonists in the learning process. The bibliographic review developed in this work seeks to help teachers by pointing out which tools and strategies applied in Inquiry-based Teaching, according to current literature, to collaborate with learning in Science in Elementary School. We believe that knowing the academic work on this topic, its tools, and its application possibilities, can provide us with parameters to expand the use of these practices in the Elementary School. The research was used the website of CAPES, which returned a total of 76 results with the filters used, of which the 49 results indicated as the most relevant were chosen2w for analysis. After a preliminary analysis, the 31 articles related to Elementary School were selected. We categorized and analyzed the articles using two categories: Research Methodology and Purpose of the work, each with four subcategories. With the analysis of the articles, we conclude that Inquiry-based Science Teaching helps in the learning and development of students, and that it has diverse ways of use. In this way, understanding the available tools and the results achieved in the application of Inquiry-based Teaching in Brazil, based on the literature, provides parameters to evaluate its effectiveness in Science Teaching. We also note the need for research that deepens issues and perspectives related to Elementary Education, especially for teacher education and the long-term effects of Inquiry-based Teaching. Thus, with this research, we tried to understand the relevance of Inquiry-based Teaching in the early years of school life and what would be the strategies and methods to use it in Science Teaching. Through this survey we can understand that the Inquiry-based Science Teaching has become an increasingly relevant and recurrent theme, as a method to develop Scientific Literacy, critical citizens and with intellectual autonomy.
Descrição
Citação
MATOS NETO, Benjamin Rodrigues. Ensino de ciências por investigação nos anos iniciais do Ensino Fundamental: revisão bibliográfica, ferramentas e estratégias. 2023. 59 f. Trabalho de conclusão de curso (Graduação em Ciências) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2023.