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Será que podemos ter um Caracol como Animal de Estimação?
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Abstract(s)
Os resultados dos testes PISA (2006) indicam que todos os alunos têm de ter a oportunidade de aprender ciência, sendo uma competência e uma habilidade considerada como fundamental no século XXI.
Neste trabalho, propusemo-nos a desenhar uma proposta de intervenção, baseada em atividades investigativas, através do tema “O animal, Caracol” e contribuir para o aumento da Literacia Científica dos alunos através do Ensino das Ciências no 1º Ciclo do Ensino Básico. Participaram no nosso estudo 9 alunos do 1º Ciclo do Ensino Básico, de uma turma mista de 1.º e 4.º Ano. Num formato de estudo caso, recorremos à observação direta/participante, com recolha de material referencial, tendo como base os conteúdos programáticos da área curricular de Estudo do Meio (Ministério da Educação, 2015) e seguindo metodologias de Investigação (Tavares & Almeida, 2015).
Desenvolveram-se várias Atividades Investigativas de forma multidisciplinar, em torno de um “Caracolário”, resultando na observação e exploração de todas as fases do ciclo de vida do caracol concluindo-se que o caracol poderá ser um “animal de estimação”.
Verificamos que os participantes aumentaram o seu interesse pela área das Ciências, mantiveram-se interessados e ativos, adquiriram conhecimentos acerca do Caracol, desenvolvendo o seu conhecimento científico, a autonomia e o espírito crítico.
Conclui-se que as Atividades desenvolvidas podem ser replicadas e utilizadas, como proposta de Intervenção, no contexto do Ensino das Ciências do 1º Ciclo do Ensino Básico, contribuindo para o aumento da Literacia Científica e o interesse e motivação de todos os participantes.
The results of the PISA tests (2006) indicate that all students shonld have an opportunity to learn science, being a core competency and condition in the 21st century. In this work, we designed an intervention proposal, based on investigative activities, aronnd the theme “The animal, Snail” and contributed to the increase of the students' scientific literacy through the teaching of sciences in Primary education. Nine students from the 1st cycle of basic education, from a mixed class of 1st and 4th year, participated in our study. In a case study format, we used direct and participant observation, with collection of reference material, based on syllabus of the Curriculum Area of Environmental Studies (Ministry of Education, 2015) and following Research methodologies (Tavares & Almeida, 2015). Several Investigative Activities were developed in a multidisciplinary way around a “Snail”, resulting in the observation and exploration of all phases of the snail's life cycle and verifying that the snail could be a “pet”. We found that the participants increased their interest in the area of science, remained interested and active, acquired knowledge about the snail, developing their scientific knowledge, autonomy and critical thinking. It is concluded that the activities developed can be replicated and used as an intervention proposal, in the context of teaching of sciences in the Primary education, contributing to the increase of Scientific Literacy and the interest and motivation of all the participants.
The results of the PISA tests (2006) indicate that all students shonld have an opportunity to learn science, being a core competency and condition in the 21st century. In this work, we designed an intervention proposal, based on investigative activities, aronnd the theme “The animal, Snail” and contributed to the increase of the students' scientific literacy through the teaching of sciences in Primary education. Nine students from the 1st cycle of basic education, from a mixed class of 1st and 4th year, participated in our study. In a case study format, we used direct and participant observation, with collection of reference material, based on syllabus of the Curriculum Area of Environmental Studies (Ministry of Education, 2015) and following Research methodologies (Tavares & Almeida, 2015). Several Investigative Activities were developed in a multidisciplinary way around a “Snail”, resulting in the observation and exploration of all phases of the snail's life cycle and verifying that the snail could be a “pet”. We found that the participants increased their interest in the area of science, remained interested and active, acquired knowledge about the snail, developing their scientific knowledge, autonomy and critical thinking. It is concluded that the activities developed can be replicated and used as an intervention proposal, in the context of teaching of sciences in the Primary education, contributing to the increase of Scientific Literacy and the interest and motivation of all the participants.
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Keywords
Literacia Científica, Ensino Experimental das Ciências, Atividades Investigativas, IBL, 1º Ciclo do Ensino Básico. Scientific Literacy, Experimental Science Teaching, Investigative Activities, IBL, 1st Cycle of Basic Education.