Name: Wanessa Santos Santana
Type: MSc dissertation
Publication date: 06/08/2021
Advisor:

Namesort descending Role
Mirian do Amaral Jonis Silva Advisor *

Examining board:

Namesort descending Role
Alan Alves Brito External Examiner *
Geide Rosa Coelho Internal Alternate *
Junia Freguglia Machado Garcia External Alternate *
Marcia Regina Santana Pereira Internal Examiner *
Mirian do Amaral Jonis Silva Advisor *

Summary: This research work describes the process of insertion of high school students from the state public network into scientific culture, motivated by the challenge of investigating concepts, preparing and submitting works for the Espírito Santo Astronomy Show, in the 2019 and 2020 editions. The look at this rich process of knowledge construction, developed in a collaborative way, was guided by the theoretical perspective of Teaching by investigation. Among the subjects who participated in this research were 23 students from the 1st, 2nd and 3rd year of the regular education modality, 1 student from the EJA modality and 7 teachers. The reflections produced in this work are
referenced in the theoretical productions of several authors in the field of Science Education, highlighting the contributions of Anna Maria Pessoa de Carvalho, Geide Rosa Coelho, Lúcia Helena Sasseron and Magda Floriano Damiani. This research has a qualitative research-intervention type and data collection was performed from the teacher´s field diary, audio recordings, clippings from discussions with students in the Whatsapp messaging application, textual and digital productions of students. The results showed strong evidence of the development of epistemic and scientific practices during the investigative activities. Students proposed and communicated new
ideas about astronomical concepts, based on the raising of hypotheses and the
construction of reasoned explanations. Thus, it was possible to identify epistemic and scientific practices from the involvement of students in investigative activities, which are supported by the collaborative work developed in the interaction of students with each other and with teachers.

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