Atividades investigativas no ensino de ciências: contribuições para a compreensão do caramujo africano por estudantes do ensino fundamental

Abstract

This study analyzes the contributions of investigative activities to the understanding of problems related to the African giant snail (Lissachatina fulica) by 7th-grade elementary school students. The research, with a qualitative approach and characterized as an experience report, is grounded in Inquiry-Based Science Education and was developed through the implementation of an investigative didactic sequence composed of six lessons, structured around problematization, hypothesis formulation, investigation of the local context, information analysis, and the proposal of awareness actions. The theme emerged from a problem present in the students local context, integrating content related to invasive exotic species, public health, and socio-environmental issues. Data analysis was based on observations during implementation, activities developed by the students, and records produced throughout the investigative process. The results highlight student engagement in constructing explanations, reformulating hypotheses, and participating in community-oriented actions, such as the development of awareness materials. It was found that the investigative approach contributed to understanding the studied problem, promoted student protagonism, and fostered a more critical and participatory stance toward issues present in their reality, validating the potential of inquiry-based teaching for science learning.