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Teaching science so that students can (re) build their understanding of the world around them through the language of science requires the teacher to reflect on the didactic strategies used for this purpose. In this context, we highlight the potentialities that Teaching by Investigation can assume in face of this educational need. Thus, we developed a research-basedteachingsequence (RTS) to work on two Botany contents in order to investigate the contributions of this didactic strategy to the learning of teachers in the early years of elementary school. This study aimed to verify how the participants’ learning process occurred after the application of RTS; identify the suggestions of these future teachers for its adaptation and improvement and describe the potential of this didactic strategy to work content of biological nature. The research was developed in the discipline of Knowledge and Methodology of Science Teaching II. This course is part of the curriculum matrix of the Degree in Pedagogy at the Federal University of Alagoas. Thus, this research has a qualitative approach, where we seek to analyze the dialogues recorded through audio recording. In this context we chose to perform discursive textual analysis. As a result, we find that teachers in initial education have difficulties in providing explanations based on scientific knowledge. We also realize that the use of RTS can make the classroom a dialogical environment of discovery and reconstruction of existing knowledge, becoming an important didactic strategy for working scientific knowledge at all levels of education.

Ensino de Ciências por Investigação: Uma Estratégia Didática para Auxiliar a Prática dos Professores dos Anos Iniciais do Ensino Fundamental