Desenvolvendo o pensamento científico no Ensino Médio

Abstract

Biology teaching plays an important role in the formation of the individual, as it allows the understanding and use of scientific knowledge to plan, evaluate and intervene in real everyday situations. According to the National Common Curricular Base (BNCC), the use of the investigative approach as a teaching strategy contributes to achieving the competencies and skills inherent in the curriculum. In this work we have structured a didactic sequence, accessible to any high school teacher and applicable to different topics, in order to assist the development of scientific thinking in students through the investigative approach. The activities were developed with students from the 1st year of high school at the Escola Estadual Doutor Humberto Sanches, São Lourenço / MG, qualitatively evaluated and the results presented through an experience report. It was possible to verify, through the didactic sequence developed here that (1) there are several ways to develop an investigative activity, which can be demonstrative, experimental or of social context, (2) the use of the approach as a teaching strategy allows for criticality , reflection and gradually builds scientific thinking, (3) students demonstrated engagement and leadership in solving problems by acting actively in the teachinglearning process and (4) they were able to use the knowledge acquired in the classroom to propose changes habits in their means of action. Thus, the application of the didactic sequence showed that the investigative approach enables the development of scientific thinking and contributed to the citizens' education of students. In addition, he emphasized the importance of school work, represented here by the biology teacher, in bringing scientific work closer to the students' reality, an essential strategy for facing the challenges of our current society.