Experimentation as a learning strategy for developing critical thinking capabilities in the teaching of Science

Abstract

Experimentation in science teaching can be a learning strategy that promotes questioning and discussions, strengthens students’ intellectual autonomy and increases their interest in activities, skills necessary for the development of critical thinking. In this sense, the central question of this study arises: Can the implementation of experimentation as a learning strategy in science teaching contribute to the manifestation of students’ critical thinking? Thus, the general objective was established: to analyze the results of the implementation of experiments as a learning strategy in Science Education for the development of critical thinking skills in the two initial years of Fundamental Education. The research, from a qualitative approach, of the intervention-action type, follows a cyclic process composed of four phases, namely: planning, analysis, observation and reflection. Form data given by means of self-assessment scales for students in the proposed activities, performance protocols and field diaries. The study was carried out in a municipal school on the coast of Espírito Santo, with a 5th year class. The results, analyzed in light of Ennis’s taxonomy of critical thinking, share the idea that the activities experienced, as a learning strategy, proposals not taught in science can favor the manifestation of critical thinking in the first years of school life.