Uma sequência de Ensino Investigativo sobre calor e seus processos de transferência

Abstract

In the present work, an Inquiry-Based Teaching Sequence was applied in order to address the following questions: What do students know about heat and its transfer processes? Which concepts can students improve or learn about the phenomena studied from an investigative teaching perspective? This question arose naturally through the teacher’s classroom observations and interaction with students, noticing that they already expressed interesting physical concepts related to calorimetry in their speech.The Inquiry-Based Teaching Sequence (IBTS) is designed based on the conceptions of Vygotsky and Piaget, two cognitive theorists, according to whom the student must investigate a problem proposed by the teacher in order to extract relevant information and construct their own concepts. The teacher acts as a guide and motivator, helping students interpret concepts scientifically and learn to communicate the experimental results clearly and objectively, using scientific language.At the school in question, a rural school, students have a reality different from those in urban areas. Their culture is mainly based on common sense, with knowledge passed down from generation to generation without much scientific foundation and rarely questioned for its accuracy. However, some of this knowledge can be deepened in this process, allowing the extraction of well-established physical concepts.The educational product consisted of eight lessons on calorimetry, covering the fundamental content and showing that knowledge is a historical construction, built over years of work and study by various scientists.