Pixel International Conferences

Inquiry Based Learning is a pedagogical approach that engages students in new discoveries (Pedaste et al., 2015). This work emerged from an activity in the class regarding the reading of two tales from two Portuguese writers: “A nuvem e o caracol” (The snail and the cloud) (Torrado, 2002) and “A Sofia e o caracol” (Sofia and her snail friend pet) (Colaço, 2004). After these readings, the group discussed their conceptions about the animal and the research question emerged: Can a snail be a pet? The aims of this work were: (1) to design and implement an interdisciplinary activity proposal (Portuguese, Mathematics, Science and Expressions); and (2) to promote scientific literacy throughout the practical science activities. We assumed an interpretative paradigm (Denzin, 2002) and developed an action-research project (Mason, 2002). The participants were nine students from a class that included graders from 1st and 4th, the teacher/researcher and the supervisor teacher. Data were collected through observation, students’ protocols and informal conversations. The procedures were developed in three phases: (1) outside of the classroom, the investigation performed by the teacher/researcher related to this animal, his living conditions and possibilities of study in the classroom; (2) in the classroom, students’ conceptions about the snail were discussed and the research question was answered for the first time; living specimen were observed and the snail terrarium previously constructed after testing different conditions was analysed; the work and conclusions achieved during phase 2 lead to a different answer to the initial research question and promoted new investigations; (3) in the classroom, students suggested the making of their own classroom terrarium and formulated new research questions, namely regarding nutritional conditions and the life cycle of these animals. During all the procedures, technical and scientific rigor was taken into account. The results shaped that these investigative activities promote scientific reasoning, critical sense, curiosity and introduce students to the scientific method, therefore, developing scientific literacy. All the activities promote interdisciplinarity and stimulate student participation, exploration, and development of abilities and competencies.  

Keywords: Science Education, Experimental Activities, Scientific Literacy.

References:

[1] Colaço, M. R. (2004). A Sofia e o caracol. Ed. Vega.
[2] Denzin, N.K. (2002). The interpretive process. In A. Haberman, & M. Milles (Eds.), The qualitative researchers companion (pp. 349-366). Sage Publications.
[3] Mason, J. (2002). Researching your own practice: The discipline of noticing. Rand Falmer.
[4] Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., ...Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.
[5] Torrado, A. (2003). A nuvem e o caracol. Ed. Asa.