A Influência do Processo de Resolução de um Caso Investigativo na Construção de Conhecimentos de Química Instrumental

In this paper, we present an empirical study identify evidence of construction of scientific knowledge using an Investigative Case Based Learning (ICBL) proposal in an Instrumental Chemistry discipline in higher education. Data were generated from the heuristic diagrams created by students to solve the investigative case (IC) and analyzed using Lakatos' Scientific Investigation Programs (SIP) methodology. In examining the diagrams, we identified conceptual and methodological aspects appropriate for solving the IC and components that constitute the SIP and indicate conceptual appropriation by students. The analysis also suggests that the solution of the IC was guided by positive heuristics supported by auxiliary hypotheses that protect the core consisting of inferences regarding the IC solution. In addition, negative heuristics were also identified in the solutions, suggesting that knowledge was built through confrontation with information. These results indicate that the heuristic diagram contributed to the construction of scientific knowledge during the IC solution process. Given this, we argue that IC in combination with the heuristic diagram can facilitate the process of knowledge construction.