Sequência de ensino por investigação para a promoção de alfabetização científica e educação ambiental no ensino fundamental

Abstract

This research aimed to identify the contributions of a Teaching Sequence by investigation (SEI) for the process of Scientific Literacy and Environmental Education of 4th grade elementary school students in the municipal education system in the city of Caiapônia, inland of Goiás. For that, the planning and application of the referred SEI, followed the guidelines of Carvalho (2013), regarding the methodology of teaching by investigation; Sasseron (2008) to identify scientific literacy indicators in the speeches and productions of the research subjects; of the National Curriculum Guidelines for Basic Education, regarding the insertion of environmental issues in the educational process, as well as several authors who define the principles and

foundations of Environmental Education, tracing guidelines, concepts and theoretical- methodological categories in the formal teaching. The elements of qualitative research with a

case study approach were used. The Data collection took place via a semi-structured questionnaire, forehand, for students' prior knowledge on environmental topics and a final questionnaire, in order to verify possible changes in relation to the concepts and phenomena addressed at SEI. Video recordings of the development of the classes were made, as well as written works and drawings produced by the students at the end of the investigative activities. After analysing the results, substantial evidence can be seen that Scientific Literacy, as well as Environmental Education, were optimized with the subjects of this research. The educational product resulting from this work was prepared in the form of a SEI, entitled “Caminho das Águas”, composed of nine classes, among these classes, two were investigative demonstration activities, presented in a notebook of theoretical and methodological guidelines.