Habilidades cognitivas no ensino de ciências: uma proposta de alfabetização científica

Abstract

This article investigates how the principles of Developmental Didactics can facilitate the assimilation of scientific concepts, focusing on the concept of pressure. The central problem is to determine whether this approach, based on the theories of Vygotsky and Galperin, can be effectively applied in teaching planning and practice to improve students' understanding. The research included an initial diagnostic test to assess students' prior knowledge, followed by lessons and practical activities planned according to the Basic Orientation Scheme of Action (EBOCA). The comparative analysis of students' responses before and after the pedagogical interventions showed that active and experimental methods, when combined with effective teacher mediation, have the potential to enhance students' understanding of scientific concepts. The categorization of students' responses, based on the knowledge object model structured by EBOCA, revealed areas requiring greater pedagogical attention, highlighting the importance of careful didactic planning and accurate diagnostics. It is concluded that these approaches positively influence the process of assimilating scientific concepts, aligning with the perspective of Developmental Didactics.