Potencialidades do ensino por investigação para promoção da motivação autônoma na educação científica

Abstract

The disinterest and the low quality of motivation and engagement of students to building their knowledge are evident in science teaching. Moreover, researches in the area point out that there is a decline in student's motivation to learn science, throughout the schooling process. In this paper we have intended to show how the Theory of Self-Determination and the Teaching per Inquiry may constitute a consistent theoretical approach to support the structuring and implementation of teaching actions favorable to the promotion of student's autonomous motivation. Through theoretical articulation presented, it is argued that by teaching per inquiry actions to enable appropriate assistance to support both: elements relating to the cognitive demand of the students and those elements involved in their motivational dimension.