VISIT TO AN AREA NON-FORMAL LEARNING IN SCIENCE EDUCATION: A CASE STUDY OF INDICATORS FROM COMPLEX THINKING

Abstract

In this research we analyze the contribution that a visit to a non-formal learning space can provide for the construction of knowledge in science education in a group of students in the early years of elementary school. The goal was to understand how this visit may contribute to the construction of complex thinking elements from the fauna theme. The research approach was qualitative, with research methodology case study features. The procedures and instruments for data collection consisted of class daily record, questionnaires and making drawings. All data collected in the investigation were submitted to discursive textual analysis. We adopt indicators of complex thinking elements to determine to what extent could be affected to changing conceptions of the students on the subject studied before and after the visit. The results indicated that the visit to the non-formal space was crucial to the evolution of the conceptions of students with characteristics of indicators of elements of complex thinking