Transformações de energia: o ensino de ciências por investigação dialogando com tecnologia e sociedade

Abstract

Education and science teaching complement each other significantly in changing the physical and social world. Human progress, innovation and global competitiveness are some of the individual and collective benefits that come about when scientific knowledge is reconstructed and appropriated. It is essential to improve science teaching in order to minimize school and, consequently, social problems. This article seeks to analyze the contributions of the CTS approach and inquiry-based science teaching to science teaching in the elementary years, proposing a mutual dialogue between the two with the aim of developing student skills and competencies based on the assumption of student protagonism and autonomy. To this end, a search was made for works related to these approaches, in a systematic bibliographic review of recent publications in CAPES. As a result of the study, the need was established for the continuity and expansion of research in science education in pedagogical, didactic, curricular, social and technological aspects. As well as democratizing, broadening and reaffirming the proposal of the theme of energy transformations in the final years of primary education.