O ensino de ciências por investigação nos anos iniciais do ensino fundamental: dados da produção científica nacional em periódicos

Abstract

This study focuses on educational research related to the teaching of science through inquiry (ENCI) in the early years of elementary education, as published in Qualis A1 and A2 articles from 2019 to 2023. Its objective was to identify the journals, quantify the articles published during this period, and determine whether the authors establish connections between ENCI, the promotion of scientific initiation, and scientific and technological literacy (ACT). The chosen methodological approach was a bibliographic review of the state of knowledge. Thirteen articles were found in five journals considered relevant in the field of science education, with national circulation. The collected data indicate that the topic of ENCI has remained stable in these journals during the evaluated period, with an average of 3 articles peryear. It was noted that no articles on the topic were found in 2022. Regarding the contribution of ENCI to promoting scientific initiation, it was found that the majority of articles establish this relationship, aiding in the understanding of science and the scientific process, and in the students' education. However, only five articles addressed the relationship between the contribution of ENCI and the promotion of ACT. This suggests that some research does not explore more broadly the potential that ENCI has for understanding the social function of science, scientific knowledge, and technologies. Research with a longer time frame, including more journals, and investment in the continuous training of teachers may contribute to a broader understanding of the contributions of ENCI to science education.