METODOLOGIAS ATIVAS COMO ESTRATÉGIA PARA PROMOÇÃO DA EDUCAÇÃO CIENTÍFICA NO ENSINO DE CIÊNCIAS

Abstract

Currently, in Science Education, approaches have emerged that value students' initiative to learn through their own discoveries. These new methodologies emphasize the importance of understanding students' intellectual development as they are exposed to investigative learning processes. Inquiry-based learning, therefore, becomes essential for developing critical and cognitive skills, preparing students to face complex challenges independently. In light of these changes, the following guiding question arises: How do project development strategies, applied in an Elective course, contribute to fostering Scientific Education among 1st-year high school students? The objective is to investigate how the Project Rotational Strategy, within an Active Methodology applied in an Elective, can foster Scientific Education among 1st-year high school students at a state school in Araguaína, Tocantins. The methodology used consisted of qualitative and exploratory research through a Case Study. Data collection involved the use of a field diary to describe the entire process within the classroom, considering the specificities of each group. For data analysis, Discursive Textual Analysis (DTA) was employed, based on the theory of Moraes and Galiazzi (2018). The group presentations highlighted the diversity of perspectives and the analyses conducted by each group, even in the face of difficulties encountered throughout the Elective. However, it was possible to observe how this methodological approach influenced the results in each category. Despite this, over the course of the study, it was found that, although there were advances in the construction of scientific knowledge, students faced challenges related to the comprehension and interpretation of concepts, indicating the need for more time to deepen their understanding of the topics addressed.