Atividades investigativas sobre energia termoelétrica no sexto ano do Ensino Fundamental

Abstract

In contrast to the usual practices present in the classroom, inquiry-based teaching stands out for the protagonism of students in solving problems, promoting intellectual autonomy, criticality and scientific knowledge. Through reflection and discussion with colleagues, the student is encouraged to relate established concepts to their daily life and scientific process. Energy transformations are chemical, physical and biological processes that can be approached in an interdisciplinary way. And allow a range of approaches according to the skill to be developed by students, the pedagogical content and the interest of the class. Based on this, the present study exposes activities based on inquiry-based teaching, implemented in a 6th year elementary school class with the theme of thermoelectric energy. The study aimed to analyze how the activities implemented meet the foundations of inquiry-based teaching, including: appropriation of the problem by students, search for information in different sources and interaction between students and between students and the teacher. As a result, the appropriation of the problem was verified through the active participation of students in the activities, the elaboration of hypotheses, discussions and reflections on the problem. During the activities, students consulted different sources of information, such as: texts and videos, as indicated by the teacher; books and online websites, as explored by the students themselves. Through this process, they recognized the importance of research in different sources. Furthermore, communication between those involved was present at all stages. Therefore, based on the analysis of class transcripts and student production, it was observed that the activities carried out met the proposed criteria.