Interações dialógicas e habilidades cognitivas: análise de uma sequência de ensino por investigação sobre ligações químicas no ensino médio

Abstract

Inquiry teaching is an approach that allows moments of communication between teacher and students. Thus, the development of teaching sequences through inquiry, enable the promotion of dialogic interactions and cognitive skills in the classroom context. In this sense, the present work is guided by the following research question: What types of dialogic interactions are promoted in the classroom, for the development of high-order cognitive skills by students, through a inquiry teaching sequence? The objective of this research is to investigate how the dialogic interactions promoted between the teacher and the students, during the development of a sequences of investigative teaching (SEI), can contribute to the development of cognitive skills during Chemistry classes. We analyzed dialogic interactions between the teacher and students, in two dimensions, verbal and cognitive, using the categories of Souza (2008). The cognitive skills promoted by students was analyzed based on the cognitive levels proposed by Suart and Marcondes (2008). For this research, the seven classes, elaborated by the professor and researcher of this research, entitled by Materials, developed in a public school in a city in the south of Minas Gerais, for students in the first grade of high school, were analyzed. The content developed was chemical bonds. The classes were videotaped, then transcribed and separated into teaching episodes. The analysis of teaching episodes is presented with the classification in the verbal interaction dimension; in the cognitive interaction dimension and in cognitive ability. The analysis of the results showed that the students participated in the classes and activities proposed by the teacher. And that the SEI used as approach allowed students to develop skills such as, for example, speaking, discussing, using creativity, expressing their opinions, as the teacher and students needed to interact, share ideas, analyze, read and inferences. It was verified in the development of verbal interactions, Questioning and Answering, in the way it was possible to know how the teacher's interactivity with the students took place during the classes, the elaborated questions, the answers, considerations and moments of reading. Regarding cognitive interactions, of high order, were mainly made by the teacher. Question of imbalance and Synthesis, summary or generalization, where as the one expressed by the student was Explanatory Response and low order were. mostly Closed Question and Informative Response. That is, short and poorly elaborated answers and speeches were presented by the students. As for cognitive skills, students also manifested low-order cognitive levels N2 and N3, so they extended what needed to be sought, justified their answers by selecting and contrasting information. It is estimated that the study will enable the expansion of knowledge about the promotion of environments that enhance dialogic interactions between teachers and students and the development of higher-order cognitive skills.