EMERGING FROM QUESTIONS: A WAY THROUGH THE INCERTITUDES RELIEF

Abstract

Objective: to understand the entwined relationships among the conditions of pedagogical practices in Natural Sciences at elementary school level, and the thinking processes interwoven in research competences. Methodology: mixed approach research, with an action-research methodological design, which allows the teacher become a researcher of his own practices. As instruments, the observation, a pedagogical journal, semi-structured interview and an instrument to assess research competences. Findings: at the stage of the practice construction, there is evidence of a minimal promotion of the research competences and thinking processes. After implementing a new, re-built practice, remarkable progress arise, especially when attracting their attention towards the learning on how to do research. Conclusions: there is an occurrence of a series of cognitive-investigative skills and the question arises as a strong pedagogical niche for its potentiation. There is also evidence of the existence of a necessary research language for the development of these skills at an early age.