A importância da experimentação no Ensino de Ciências no Ensino Fundamental I

Abstract

This study addresses the importance of experimentation in Science Education in Elementary School I, understood as a pedagogical practice capable of connecting theory and reality and promoting more meaningful learning. The main objective is to analyze how experimentation can contribute to transforming science teaching, promoting not only the understanding of content but also the development of cognitive skills, problem-solving, creativity, collaboration, and students' critical thinkig. The research was carried out through asystematic literature review, with a qualitative approach, that gathered, selected, and analyzed relevant academic studies on the subject to identify convergences, divergences, and gaps. The results show that experimentation, especially when it involves an investigative dimension, enhances student engagement and motivation, supports meaningful learning, and stimulates student protagonism. Furthermore, it emphasizes the teacher's role as a mediator in the teaching-learning process and the need to overcome structural and formative limitations, such as the lack of laboratories and teacher training. It concludes that experimentation, when combined with investigative and reflective practices, is a key element for scientific literacy and for the formation of critical, creative, and participatory individuals within the school context.