Calorimetria no ensino fundamental: potencialidades de uma sequência de ensino investigativa

This article presents a didactic proposal for the teaching of calorimetry in elementary education, based on the potentialities of an Inquiry-Based Teaching Sequence (IBTS). According to Piaget’s (1977, 1978) and Vygotsky’s (1984) theoretical assumptions, and according to Carvalho's (2012) guidelines, this proposal is justified by the need to change the context of physics teaching, in which concepts, formulas and the Laws, commonly transmitted and replicated, give way to an investigative environment for the construction of scientific knowledge of a collective, socialized and problematized character. We have identified that research teaching, as developed in this proposal, is an effective methodology for the promotion of a scientific culture and scientific literacy, mobilizing important knowledge, attitudes and values for learning in physics.