Science Teaching by Inquiry: Indicators of Scientific Literacy in distance classes
This article aims to analyze which investigative practices emerged in a forum of the discipline “Knowledge and methodology of science teaching 1” of a distance Pedagogy course. As an activity, it was proposed that the students solve the question “investigating the problem of JecaTatu”. Based on qual...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual de Alagoas (UNEAL) |
| Repositorio: | Diversitas Journal |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.diversitasjournal.com.br:article/2559 |
| Acceso en línea: | https://diversitasjournal.com.br/diversitas_journal/article/view/2559 |
| Access Level: | acceso abierto |
| Palabra clave: | ensino de ciências por investigação alfabetização científica aulas a distância teaching science by inquiry scientific literacy distance classes |
| Sumario: | This article aims to analyze which investigative practices emerged in a forum of the discipline “Knowledge and methodology of science teaching 1” of a distance Pedagogy course. As an activity, it was proposed that the students solve the question “investigating the problem of JecaTatu”. Based on qualitative research and content analysis by Bardin (2011), elements of investigative practice were identified in the students' arguments: for example: hypotheses, hypothesis testing, data, production and defense of arguments and explanations. Thus, it was inferred that, as long as they have an issue with scope for collective problematization and the (re)construction of students' cognitive actions, investigative activities are entirely plausible to be successfully worked on in distance science classes. |
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