Sequência didática investigativa no ensino de ciências como estratégia para a promoção de aprendizagem significativa e mudança de hábitos alimentares: um relato de experiência

Abstract

This work reports the experience of implementing an investigative didactic sequence on healthy eating, aiming to identify students' spontaneous conceptions and the knowledge acquired by seventh-grade students from a municipal school, as well as the effective change in their eating habits. This report of the experience was based on a qualitative approach, for which methodological resources were used, including structured questionnaires with open and closed questions for students. It is worth noting that a questionnaire was applied to students before and after the implementation of the investigative didactic sequence on the topic, conducted by the science teacher, to assess whether there were changes in eating habits. After the implementation of the investigative didactic sequence, we observed an increase in the consumption of fruits and vegetables by the students. However, their conceptions of healthy eating still lack adequate scientific knowledge to make conscious decisions regarding their eating habits. We acknowledge that the investigative didactic sequence was not sufficient to fill all the formative gaps of the students. Nevertheless, it promoted reflection and significant learning.