Sequência de ensino investigativa sobre método científico a partir do reendereçamento do filme “Perdido em Marte”

Abstract

The teaching of the scientific method has the potential to foster the development of investigative skills, enabling students to understand and transform the world in a meaningful way. Studies indicate that the use of audiovisual productions combined with investigative teaching can stimulate students' research and critical analysis skills within a more dynamic learning environment, bringing them closer to the object of study. In this context, this research aimed to promote the construction of knowledge about the scientific method for high school students through an investigative teaching sequence (ITS). The study followed an action research methodology with a qualitative approach, involving first-year high school students. The film was analyzed from the perspective of film analysis, focusing on understanding its addressability and preferred meaning, as well as content analysis to identify elements related to the scientific method and the teaching of Biology. Students participated in an ITS structured into three stages: (1) readdressing the film The Martian and identifying problem situations faced by the protagonist; (2) a discussion circle on the scientific method and an investigative activity; and (3) a discussion on the investigative activity and the creation of a mind map. The results showed that readdressing the film facilitated a shift in students' reading perspectives, contributing to the development of investigative skills, critical and argumentative abilities, and the understanding of concepts related to the application of the scientific method in everyday life. It is concluded that the readdressing of The Martian fostered student engagement and contributed to the construction of concepts related to the scientific method and the ability to associate them with real-life situations, highlighting student protagonism in the knowledge production process