Análise de sequências de ensino investigativo no ensino de ciências nos anos inciais

Abstract

Inquiry-Based Teaching is a didactic approach that promotes student protagonism through scientific literacy. The present study aims to analyze the Inquiry-Based Teaching Sequences (SEI) in Science Education produced for the Early Years of Elementary School, as found in works catalogued during the Scientific Initiation Project carried out between 2022 and 2023. To this end, six works were selected and analyzed—four master’s dissertations and two doctoral theses—comprising twelve Inquiry-Based Teaching Sequences (SEI) in total, in which the graduate students conducted interventions in schools using the didactic approach of Inquiry-Based Science Education (IBSE). The analyzed data revealed the predominance of IBSE elements related to the execution of hands-on activities, the formulation of hypotheses and ideas by students, as well as the encouragement of collaborative and group work. Conversely, aspects such as the contextualization of knowledge, the proposition of new problems, and students’ autonomy in defining procedures and formulating new hypotheses were less explored. Nevertheless, the results were generally positive, and most elements were present in a substantial portion of the analyzed sequences.