An analysis of the discursive interactions in an inquiry-based science class in the last year of the primary education for students in Elementary school on the subject of protective measures against solar exposure

• Main Authors: Leandro da Silva Barcellos, Geide Rosa Coelho
• Format: Article
• Language: English
• Published: Universidade Federal do Rio Grande do Sul 2019-04-01
• Series: Investigações em Ensino de Ciências
• Subjects: Ensino de ciências nos anos iniciais; Ensino por investigação; Interação Radiação-corpo humano; Conteúdos conceitual, procedimental e atitudinal; Interações discursivas
• Online Access: https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1235

This research aims to analyze, by the means of discursive interactions in a fifth-grade elementary school Science class, the process of joint knowledge construction on the interaction between ultraviolet radiation-human body and the different protective products. Furthermore, it aims to reflect on the elements of scientific practices, specifically, attitudes and procedures that can be used in the inquiry-based classes. The theme, human-body interaction, has a transversal and socio-scientific feature, agreeing with the assumptions of the approach of Science, Technology and Society. This qualitative research was conducted in a Vitória’s county school in Espírito Santo. The recording of an inquiry-based class entitled “The black light” was used as the main means of data collection. The class discursive interactions were analyzed based on social cultural science education authors. The results suggest that the mediation established in the class "The Black Light" has promoted a proper environment for verbal exchanges that potentiated students´ attitude regarding science, as critical and investigative attitudes towards the issues discussed, as well as respect for different ideas and thoughts. Regarding the procedure method, it has to be highlighted that the students in the classroom had participated in the process of formulation and testing of their hypotheses, construction and communication of explanatory models and the application of their findings in other contexts. In relation to the conceptual domain, it has been noted a hybridization of everyday life and scientific discourses in conjunction with the procedures and attitudes potentiated in the lesson. We considered that these elements constitute an important step involving the progressive students´ integration in the process of giving meaning and becoming inserted in practices typical of the scientific community.