Investigative Experimental Activity on Electrostatics in a Science Club

Abstract

This article aims to reflect on the importance of Science Teaching based on student autonomy, creativity, and criticality. It also aims to re-signify the teaching by demonstration, for a practice based on research; and to identify Scientific Literacy indicators in an Experimental Investigative Activity (EIA). To this end, we report on the development of an EIA on electrostatics, with students from the 6th year of elementary school, carried out in a Science Club, based on an Investigative Teaching Sequence (ITS). In terms of investigation, we consider that this study fits into the qualitative approach, as it aims to analyze experiences and examine the interactions that develop in their contexts; it may be characterized also as participatory research, when the focus is on the purpose, as it remains linked to ideas and social actions with an emancipatory tendency. In general, the development of the EIA allowed to identify the importance of valuing Science Teaching beyond demonstration, which drives students to create solutions in solving problems, contributing to the manifestation of several Scientific Literacy Indicators.