Contribuições de atividades investigativas sobre termologia para o engajamento disciplinar produtivo de estudantes do Ensino Médio

Abstract

This dissertation analyzes Inquiry-Based Teaching (IBT) and Productive Disciplinary Engagement (PDE) in Physics education, with a focus on heat propagation. The study aims to understand how investigative practices foster student involvement and contribute to the construction of scientific knowledge. The theoretical framework discusses the foundations of Inquiry-Based Teaching (IBT) and Productive Disciplinary Engagement (PDE), highlighting their importance for the development of autonomy. Heat propagation is approached as a conceptual axis, exploring the processes of radiation, convection, and thermal conduction through activities that articulate theory and experimentation. The research, based on a qualitative approach and characterized as an intervention study, was conducted in a public school in Rio Verde, Goiás. Data collection included observations, records, and students’ productions, analyzed according to PDE indicators. The educational consists of an Investigative Sequence structured in stages that promote problematization, hypothesis testing, and systematization of concepts. The results show that Inquiry-Based Teaching enhances productive disciplinary engagement, fostering scientific argumentation, collaborative work, and autonomous understanding of thermal phenomena. The educational product, grounded in the Inquiry-Based Teaching approach, was validated in a real classroom setting through its implementation in a basic education class, directly 32 students while also indirectly impacting teachers and the school community