Investigative Teaching Sequence: Evidence of Scientific and Technological Literacy in Teaching Electric Loads

Abstract

This work sought to investigate a proposal for an Investigative Teaching Sequence worked with 3rd year high school students from a State College belonging to the State Education Network of the State of Paraná that addressed the topic of electrical charges. For this qualitative research, we chose to use Discursive Textual Analysis as a methodology of analysis, whose a priori categories were the structuring axes of Scientific and Technological Literacy which were identified in the investigative path. The research process of the pedagogical intervention type was recorded by video recording and textual productions where it was possible to evidence the elaboration of scientific concepts, the understanding of the nature of science and the Science-Technology and Society and Environment relationships, indicating that the students who participated in the activities proposals appropriated the knowledge within the assumptions of Scientific and Technological Literacy.