Analysis of the use of mediational material objects in an inquiry-based science class with socio-scientific feature in elementary school

Abstract

This research aims to analyze the pedagogical mediation performed by a teacher during a science lesson oriented on inquiry-based teaching with socio-scientific feature, with regarding him ’actions with Mediational Material Objects. Thus, we realized a case study from an Inquiry-Based Teaching Sequence developed in the second half of the 2016, in the fifth year of Elementary Education in a public school in Vitória, Espírito Santo. The intervention addressed the theme interaction ultraviolet radiation-human body and has a transversal and socio-scientific feature, provides, therefore, an interlocution with the assumptions of the approach of Science, Technology and Society. The recording of an inquiry-based class entitled “The black light” was used as the main means of data collection. The investigative activity discussed about the different sun protection products. The recording was transcribed and qualitatively analyzed based on authors of science education anchored on Wertsch’s theory of mediated action for discuss the relation between the use of cultural tools and their meanings in the teachers in action context. The results show absence of re-significances of Mediational Material Objects, which we ascribed to the socio-scientific feature of the activity. This led the teacher to determining the possibilities of action with the objects so there was no resignification, because the class discussed about the technologies presents in the daily' students, for the purpose of establishing an approach with their social reality. We consider that the results can assist to reflection process about the use of the material resources that enhance the teacher’s work in socio-scientific classes.

Keywords

• ensino de ciências. anos iniciais do ensino fundamental. objetos materiais mediacionais. ação mediada. meios mediacionais