Atividade experimental investigativa e feira de ciências no ensino de físi- ca para a promoção da alfabetização científica

Abstract

This work aimed to identify contributions to the scientific literacy process of high school students when developing experimental physics investigative projects for a science fair. The physics teaching proposal that supports this work consists of the combination of experimental activity, investigative teaching and science fair described in stages which enable the promotion of scientific literacy. It focused on magnetism and electromagnetism, topics that were being worked on in the 3rd year of high school. The educational product consists of a guide for developing investigative experimental physics projects for science fairs, following the steps of the open laboratory, divided into 6 moments: 1st) Problem proposal; 2) Survey of hypotheses; 3) Preparation of the work plan; 4th) Assembly of the experimental arrangement and data collection; 5th) Data analysis; 6th) Conclusion. In this work, another step was added, which consists of preparing and presenting the results at a school, community science fair or other similar event. The application of the proposal was carried out in two third-year high school classes in a state public school in the southwest of the state of Pará and had as its initial problem the teaching activity: How can we find a quantitative value of the Earth's magnetic field? In order to achieve the objectives of this dissertation, we sought to answer the research question: “what contributions arise to the scientific literacy process of high school students when developing investigative experimental physics projects for a science fair?”. A qualitative and translational research was developed as guided by CAPES, seeking to verify the existence of indicators of scientific literacy in the results, using 26 questionnaires, 6 videos, 35 photographs and 2 message dialogues as data collection instruments. organization and analysis of the data, Bardin's content analysis (2016) was used, which indicates the analysis in three poles. We sought in the production of reports and excerpts transcribed from the videos, in the students' writing and speech, indicators that suggest the promotion of scientific literacy as described in table 1 of chapter 2 of this dissertation, taking as a reference the work described by Sasseron and Carvalho (2008). In the excerpts described, the associated construction of various indicators and possibly the possibility of forming skills inherent to science can be seen in the students' language. The educational product contained in this dissertation is intended to guide teachers and students to carry out experimental investigative activities, enabling conditions for it to be presented at science fairs, it also contributes to the student becoming part of a scientific culture and becoming scientifically literate.