Ensino investigativo no modelo 5E para o estudo da célula na educação básica

Abstract

Wide access to information, demand for interactivity provided by technologies and decision-making in the face of various issues are aspects that surround the daily lives of students. In this scenario, it is necessary to prepare them so that they understand and intervene responsibly in their reality, and thus, teaching by investigation becomes an adequate and effective didactic approach. This work aims to evaluate the contributions of this methodology based on the 5Es instructional model combined with technological resources, towards learning content about cell contributing to scientific literacy. For this, a didactic sequence on the study of the cell was elaborated and applied, generating, as an educational product, an instructional guide of didactic support for the teacher. The investigation was carried out with 33 students of the 6th year of elementary education at a private school in Natal (RN) and data were collected from the activities of the didactic sequence during the study. The results show that the students had a consistent base of information about cells, proposing feasible hypotheses. In the social context of the study of cells, it was possible to identify that students are able to understand the impacts of scientific advances on society, however, it is still a challenge to achieve greater argumentative engagement. Good performance of the students was observed for the construction of hypotheses, reformulation, organization and synthesis of information, argumentation and legitimization of ideas. The use of technological tools used made it possible to carry out a more collaborative and creative work in the elaboration of investigation products. Thus, the investigative didactic sequence with these perspectives contributed positively to students' learning about cells and is presented as a consistent support material for teachers to improve their practice.