Estudo sobre as perguntas dos estudantes em sala de aula de ciências : metanálise de artigos em periódicos - 2008 a 2019

Abstract

This study presents answers to the following question: How did scientific papers published from 2008 to 2019 address questions asked by Basic Education students in Science teaching and learning? Hence, the general objective of this study is to understand the way that scientific papers published from 2008 to 2019 addressed questions asked by Basic Education students in Science teaching and learning. This study was carried out from a qualitative perspective characterized as Qualitative Metaanalysis. The corpus of analysis consisted of results presented in papers published in scientific journals as found on the following electronic platforms: Google Scholar, Scopus, and Web of Science. In order to access those platforms, the following descriptors and their variations in Portuguese were considered: student’s question”, “teaching”, “learning” and “Sciences”, also including their equivalents in Spanish and English. Considering the inclusion and exclusion criteria, 48 papers found suitable to help answer the guiding question were selected and examined through Discursive Textual Analysis. Three categories emerged from 388 units of meaning along the analysis: i) Characterization of Students’ Questions in Sciences; ii) Related Elements and Encouragement of Students to Ask Questions in Sciences; and iii) Possibilities of Using Students’ Questions in School Activities in Sciences. The results enabled the thesis that students’ questions are important artifacts in Science teaching and learning. It was possible to conclude that information found in the questions might help teachers design school activities, and although students do not ask many questions spontaneously and their queries are somewhat superficial, this situation could be reversed if they were given adequate conditions. Therefore, teachers should become acquainted with information brought up in their students’ questions and make use of them in their classes, in order to value the students’ voice, by considering that actions performed in the classroom setting may reverberate in the questions proposed by students. The insertion of students’ questions in the school programs of Sciences and related areas would both enable the approximation between systematized school knowledges and the students’ learning interests, and contribute to the development of skills that transcend the conceptual field.