Uma sequência de ensino investigativa sobre a evolução dos modelos atômicos: a busca pela argumentação em aulas de física

Abstract

The present essay had as objective to elaborate a Sequence of Investigative Teaching (SIT) on the evolution of the atomic models and investigate how the attitudes of the teacher foment the argumentation of high school students, in the sense of seeking the promotion of Scientific Literacy (SL). The research has a qualitative approach and was developed in a third-grade high school class from a State public school in the City of Amorinópolis, state of Goiás. The SIT was elaborated based on the students' previous knowledge about the concept of atom. The atomic models are inserted in the topics of Modern Physics, proposed in the curricular matrix of the Education Department of the State of Goiás for High School. A review of the literature on the insertion of these topics in basic education was made. The review extended to the presuppositions of research teaching, aspects related to the promotion of SL and the importance of the teacher in promoting argumentation in investigative classes. The classes of the SIT implemented in the class were recorded in audio and video and were applied by the researcher and author of this dissertation. The instrument for data analysis was based on the work of Ferraz (2015). Thereby, it was possible to identify: in the teacher's statements, the Epistemic Purposes for the Promotion of Argumentation and the Types of Questions used in this process; and in the students' speeches, the SL indicators. It was possible to observe different arguments made by the students, based on the teacher's attitudes. In the arguments, some indicators of SL were evidenced, among them: hypothesis survey, hypothesis test, justification, information organization, explanation, and prediction. The activities developed at the SIT stimulated interaction among students, contributing to the emergence of argumentative situations and allowed them to experience aspects of scientific doing. They hypothesized, tested, considered variables, issued conclusions, organized actions, reported their ideas, shared information with each other, respected opposing ideas, and re-evaluated conclusions. SIT, entitled The Evolution of Atomic Models, was the educational product of this research.