Analysis of the problematization used by Nature Science teachers from the perspective of teaching by investigation

Abstract

Teaching Science by Investigation (EnCI) aims to encourage the student to be the protagonist in the construction of his scientific knowledge, as the teacher presents resources and steps that tend to encourage students to relate daily events with scientific knowledge, having as principle some concerns experienced. This study aimed to evaluate/characterize the problems addressed by teachers who teach the curricular component of Natural Sciences in elementary school II, in the context of teaching by investigation, in the municipalities of Jaciara and São Pedro da Cipa, in the state of Mato Grosso. This is a segment of an 'umbrella' project carried out in the master's program of the Stricto Sensu Postgraduate Program in Teaching (PPGEn) in 2018 to 2019. The study had the participation of 4 professors who taught the Natural Sciences component, in 2019. The classes were observed, and the problems addressed during their classes were listed. Thus, 15 problems were identified, mostly conceptual (CO), that is, 66.6% of this universe. Therefore, it is permanently necessary to reflect and search for mechanisms to improve the teaching practice, whose objective is the student's protagonism in the production of scientific knowledge.