INVESTIGATIVE ACTIVITIES IN SCIENCE TEACHING: BREAKING BARRIERS IN THE LEARNING OF PHOTOSYNTHESIS

This study presents an active methodology for the teaching of photosynthesis developed during science classes and reports the process of applying investigative activities in a class of the sixth year of elementary education II, analyzing its impact on the previous knowledge of the students. The results obtained evoked a clear evolution in the conceptual profile of the students after the accomplishment of the investigative activities, however some evidences and conceptions are still relatively distant from the knowledge about the contemporary science. It was clearly perceived that students depend on the book to respond to the suggestions given in class, demonstrating a lack of autonomy in critical and reflective thinking. On the other hand, the students had a good participation in the discussions and showed themselves involved with the activity. These data point to the importance of a recursive approach to complex concepts such as photosynthesis throughout the schooling process. Thus, in spite of the difficulties encountered, it is considered possible and necessary the use of investigative activities in schools to favor, in addition to the development of abilities, the students' capacity for argument and possibility to develop more solid, critical and creative thoughts.