Contribuições de aulas investigativas para o ensino da biodiversidade de cupins do cerrado: uma sequência didática

Abstract

The lack of interest of students in science and the poor results in the evaluations concerning the scientific knowledge of Brazilian students, suggest the need for studies related to teaching strategies to help improve this situation. Thus, this study consists of a qualitative research, in view of a case study, which objectives to propose, implement and verify the contributions of a methodological strategy based on investigative classes for the Cerrado biodiversity education, especially termites. The study also aims to investigate how classes based on problem solving can influence the students view about the construction of scientific knowledge and scientists. Therefore, the prepared educational product was a didactic sequence, formed by six activities totaling approximately 15 lessons, which were taught by the author of this study. The students followed steps of scientific research to solve a problem. The participants were a group of 6th year of public elementary school from Anápolis and their teachers of geography and science. Data acquisition was conducted through observations and questionnaires for students and teachers; drawings on their views of Cerrado and of scientists and focus group. There was also the participation of one observer who recorded the statements during class. The analysis of the focus group was conducted through content analysis. In general, students demonstrated to be very interested and had a good participation in the activities, the difficulty in applying the teaching sequence was for the students to respect the teacher and colleagues speeches because they were too euphoric wanting to express their opinions. Pre-test results show that most students had stereotyped conceptions about the Cerrado and scientists. Post-test results suggest that the mistaken views declined after participation in investigative activities. The analysis of the focus group allowed the consolidation of four categories that showed: students prefer teaching strategies in which they participate actively; they understood the importance of knowing the Cerrado to value it; recognized pleasure in learning and realize the changes in their Cerrado, termites and scientists views, and also gave a positive assessment of the lessons. Thus, the use of investigative didactic sequences on the Cerrado seems to be an important methodological strategy for the construction of students scientific knowledge. Moreover, it can help teachers because they have little information on the subject and often the ideas disclosed in the textbooks are full of stereotypes.