Science Teaching by Inquiry
Indicators of Scientific Literacy in distance classes
DOI:
https://doi.org/10.48017/dj.v8i3.2559Keywords:
teaching science by inquiry, scientific literacy, distance classesAbstract
This article aims to analyze which investigative practices emerged in a forum of the discipline “Knowledge and methodology of science teaching 1” of a distance Pedagogy course. As an activity, it was proposed that the students solve the question “investigating the problem of JecaTatu”. Based on qualitative research and content analysis by Bardin (2011), elements of investigative practice were identified in the students' arguments: for example: hypotheses, hypothesis testing, data, production and defense of arguments and explanations. Thus, it was inferred that, as long as they have an issue with scope for collective problematization and the (re)construction of students' cognitive actions, investigative activities are entirely plausible to be successfully worked on in distance science classes.
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