Interações verbais em atividades experimentais investigativas: contribuições para a aprendizagem de conceitos químicos
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Data
2019-03-21
Autores
Galvão, Rebeca Zuliani
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Em meio aos grandes desafios enfrentados no sistema educacional atual, a escola ainda apresenta um importante papel histórico-cultural em relação a aprendizagem de conceitos científicos dos estudantes, e para o desenvolvimento do senso crítico dos indivíduos, da autonomia e a participação ativa na sociedade. É nesse ambiente que o professor precisa diariamente buscar por metodologias que privilegiem a construção do conhecimento. Nesse estudo, apresentamos os resultados de uma pesquisa desenvolvida com quatorze estudantes do segundo ano do Ensino Médio de uma Escola Estadual de Período Integral em Osvaldo CruzSP, durante um minicurso de trinta horas oferecido pela pesquisadora. O minicurso intitulado “Um olhar Químico para o etanol” abordou como temas principais as propriedades e transformações químicas e físicas da matéria. O objetivo do trabalho consistiu em analisar os diálogos promovidos pelas interações verbais que ocorreram durante a realização das atividades experimentais investigativas e suas possíveis contribuições para a aprendizagem de Química. As atividades investigativas foram desenvolvidas buscando propiciar momentos nos quais os estudantes pudessem expressar e compartilhar suas ideias, percepções e opiniões frente ao problema experimental proposto, para influenciar suas estruturas de pensamento e construção de novos significados, na zona de desenvolvimento proximal (ZDP). Foi realizada uma pesquisa com viés qualitativo, e como fonte de coleta de dados, foram empregadas ferramentas classificadas em primárias e secundárias. As primárias consistem nas gravações em áudio e questionários, enquanto as secundárias, como as entrevistas e observações diretas registradas em diário de campo foram empregadas apenas para auxiliar nas discussões. Para as análises, os dados foram fundamentados nas concepções de Vygotsky em relação as interações sociais, o referencial teórico da pesquisa, e em autores como Gil-Perez (2001), Carvalho (2013) e Kasseboehmer, Hartwig e Ferreira (2015), que detalham características das atividades investigativas. As respostas dos questionários foram categorizadas por meio da análise de conteúdo proposta por Bardin (1977) e os áudios transcritos e analisados com base nas ideias dos autores anteriormente citados. As análises permitiram mostrar que as interações dialógicas entre os estudantes e destes com a professora-pesquisadora durante desenvolvimento das atividades experimentais investigativas promoveram a construção de significados, propiciaram a transição de conhecimentos cotidianos para conhecimentos científicos. Esse avanço foi gradativo, uma vez que na linguagem química (verbal e escrita) os estudantes demonstraram ter dificuldades mais acentuadas, mesmo em assuntos de baixo nível cognitivo. A atividade apresentou importante papel no estímulo ao pensamento reflexivo frente à situação problema apresentada, com um maior planejamento e reflexão sobre os aspectos conceituais envolvidos nas propostas experimentais sugeridas pelos estudantes, favorecendo tanto a aprendizagem procedimental quanto conceitual. O desenvolvimento de atitudes teve um papel central na metodologia, pois a curiosidade, motivação, cooperação, persistência e, principalmente, a autonomia dos estudantes contribuíram diretamente para um envolvimento mais ativo na experimentação investigativa, fatores que favoreceram a construção do conhecimento científico e o desenvolvimento do senso crítico dos indivíduos.
Among the major challenges faced in the current educational system, school still has an important historical-cultural role in relation to the students scientific concepts learning, and to the development of the critical sense of individuals, autonomy and active participation in the society. It is in this environment that the teacher needs to daily search for methodologies that privilege the construction of knowledge. In this study, we present the results of a research developed with fourteen students of the second year of High School of a State School of Integral Period in Osvaldo Cruz-SP, during a thirty-hour mini-course offered by the researcher. The mini-course entitled "A Chemical Look at Ethanol" addressed as main themes the chemical and physical properties and transformations of matter. The objective of this investigation was to analyze the dialogues promoted by the verbal interactions that occurred during the accomplishment of the inquiry experimental activities and their possible contributions to the learning of Chemistry. The inquiry activities were developed aiming to provide moments in which students could express and share their ideas, perceptions and opinions in the face of the proposed experimental problem, to influence their structures of thought and construction of new meanings in the zone of proximal development (ZPD). A research with qualitative bias was carried out, and tools classified as primary and secondary were used as source of data collection. The primaries consist of audio recordings and questionnaires, while secondary ones such as interviews and direct observations recorded in field diaries were used only to aid in the discussions. For the analyzes, the data were based on Vygotsky's conceptions regarding social interactions, the theoretical reference of the research, and on authors such as Gil-Perez (2001), Carvalho (2013) and Kasseboehmer, Hartwig and Ferreira (2015), who details of inquiry activities. The responses of the questionnaires were categorized through the content analysis proposed by Bardin (1977) and the audios transcribed and analyzed based on the ideas of the authors previously mentioned. The analyzes allowed to show that the dialogical interactions between the students and of these with the teacher-researcher during the development of inquiry experimental activities promoted the construction of meanings, propitiated the transition from everyday knowledge to scientific knowledge. This advance was gradual, since in the chemical language (verbal and written) the students demonstrated to have more accentuated difficulties, even in subjects of low cognitive level. The activity presented an important role in stimulating reflective thinking in the face of the presented problem situation, with a greater planning and reflection on the conceptual aspects involved in the hypotheses and proposals of experimental procedures suggested by students, favoring both procedural and conceptual learning. The development of attitudes played a central role in the methodology, since the curiosity, motivation, cooperation, persistence, and mainly the autonomy of the students contributed directly to a more active involvement in the investigative experimentation, factors that favored the construction of scientific knowledge.
Among the major challenges faced in the current educational system, school still has an important historical-cultural role in relation to the students scientific concepts learning, and to the development of the critical sense of individuals, autonomy and active participation in the society. It is in this environment that the teacher needs to daily search for methodologies that privilege the construction of knowledge. In this study, we present the results of a research developed with fourteen students of the second year of High School of a State School of Integral Period in Osvaldo Cruz-SP, during a thirty-hour mini-course offered by the researcher. The mini-course entitled "A Chemical Look at Ethanol" addressed as main themes the chemical and physical properties and transformations of matter. The objective of this investigation was to analyze the dialogues promoted by the verbal interactions that occurred during the accomplishment of the inquiry experimental activities and their possible contributions to the learning of Chemistry. The inquiry activities were developed aiming to provide moments in which students could express and share their ideas, perceptions and opinions in the face of the proposed experimental problem, to influence their structures of thought and construction of new meanings in the zone of proximal development (ZPD). A research with qualitative bias was carried out, and tools classified as primary and secondary were used as source of data collection. The primaries consist of audio recordings and questionnaires, while secondary ones such as interviews and direct observations recorded in field diaries were used only to aid in the discussions. For the analyzes, the data were based on Vygotsky's conceptions regarding social interactions, the theoretical reference of the research, and on authors such as Gil-Perez (2001), Carvalho (2013) and Kasseboehmer, Hartwig and Ferreira (2015), who details of inquiry activities. The responses of the questionnaires were categorized through the content analysis proposed by Bardin (1977) and the audios transcribed and analyzed based on the ideas of the authors previously mentioned. The analyzes allowed to show that the dialogical interactions between the students and of these with the teacher-researcher during the development of inquiry experimental activities promoted the construction of meanings, propitiated the transition from everyday knowledge to scientific knowledge. This advance was gradual, since in the chemical language (verbal and written) the students demonstrated to have more accentuated difficulties, even in subjects of low cognitive level. The activity presented an important role in stimulating reflective thinking in the face of the presented problem situation, with a greater planning and reflection on the conceptual aspects involved in the hypotheses and proposals of experimental procedures suggested by students, favoring both procedural and conceptual learning. The development of attitudes played a central role in the methodology, since the curiosity, motivation, cooperation, persistence, and mainly the autonomy of the students contributed directly to a more active involvement in the investigative experimentation, factors that favored the construction of scientific knowledge.
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Palavras-chave
Atividade experimental investigativa, Interações verbais, Aprendizagem de química, Inquiry experimental activity, Verbal interactions, Chemistry learning