Sequência de ensino por investigação: uma proposta utilizando vídeos do aplicativo tik toк para ensinar processos de eletrização

Abstract

This educational product is an integral part of the dissertation: APPLICATION OF AN INQUIRY-BASED TEACHING SEQUENCE: A PROPOSAL USING TIKTOK VIDEOS TO TEACH ELECTRIFICATION PROCESSES, developed within the scope of the National Professional Master’s Program in Physics Teaching (MNPEF), Campus 69 – IFPI Picos, as part of the requirements for obtaining the degree of Master in Physics Teaching.

The proposal aims to make the teaching of electrostatics concepts more accessible, engaging, and meaningful for 9th-grade students in elementary education, by integrating investigative activities, simple experiments, and discussions about scientific misinformation.

Developed by Clécio de Carvalho, teacher and master’s student in the National Professional Master’s Program in Physics Teaching (MNPEF – IFPI/Picos Campus), this material is based on classroom experiences and up-to-date theoretical frameworks on inquiry-based teaching, scientific literacy, and media education.

It is intended for Science and Physics teachers in upper elementary education (particularly 9th grade) who wish to teach electrification processes in a more contextualized, critical, and participatory way. It is also useful for teacher educators, pedagogical coordinators, and professionals interested in integrating science and digital media.

The goal is to promote active learning, in which students develop skills in observation, analysis, evidence-based argumentation, and critical thinking, as recommended by the Brazilian Common Core Curriculum (BNCC). In addition, it seeks to bring school content closer to students’ realities, valuing their experiences and cultural backgrounds.

The adoption of the Inquiry-Based Teaching Sequence (IBTS) is grounded in its ability to foster an active and reflective learning process, in which students cease to be mere recipients of information and instead take on the role of active participants in the construction of knowledge. This method aligns with contemporary educational guidelines that emphasize the importance of developing investigative competencies, intellectual autonomy, and content contextualization. In this sense, the IBTS stands out as a suitable pedagogical strategy for teaching Physics, as it allows students to understand concepts more meaningfully, linking theory and practice.

The main goals are to:

enhance scientific literacy;

combat misinformation present on social media;

make Physics teaching more engaging and meaningful;

and encourage the use of accessible resources, such as popular videos and low-cost materials.

The motivation for creating this material arose from the realization that many students are frequently exposed to pseudoscientific videos, yet lack the tools to analyze them critically — a gap that compromises their scientific and civic education. This proposal seeks to address that gap by combining conceptual content, practical investigation, and critical reflection.

It is expected that this product will be used as a flexible tool, adaptable to different school contexts, teaching modalities (in-person, remote, or hybrid), local realities, and varying levels of depth. Its scope may also extend to interdisciplinary projects and science education initiatives in non-formal learning spaces.