The ‘Question-Problem’ in heuristic V reports: an exploratory study with a 11th grade Biology class in Portuguese secondary education

Abstract

The focus of this study was the didactic value of a resource used in the Biology practical activities performed in the Portuguese secondary education: heuristic V reports. Therefore, the objective was to search its role in meaningful learning, having conducted a content analysis of 41 reports produced by students within an 11th grade Biology class. The reports were individually written, and were part of two laboratory practical activities: “Mitosis in plant cells” and “DNA extraction” developed in the 2^nd semester of the academic year 2016/2017. Since it is recognised the importance of posing questions in the learning and teaching processes, the content analysis focused on the categorisation of the cognitive level and nature of the question-problem, which is a specific component of the heuristic V report. The conclusions of the reports were also analysed to verify whether the question-problem previously identified was answered. Results from this study support the importance of heuristic V reports in the promotion of students’ learning, as it has been empirically explored in international studies in Science education. The results of this exploratory study highlight the need of exploring complementary pedagogical strategies to the heuristic V reports to promote students’ learning and knowledge development. This article ends up with four specific recommendations to teachers not only in Science education but also in other areas.