The investigation teaching has been used by several teachers as a didactic-methodological
strategy that aims to achieve, in addition to more effective participation of students, greater
development of the teaching and learning process in several areas of education, especially in
science teaching. Thus, active teaching methodologies that use practical activities associated
with manipulative actions, such as Investigative Teaching Sequences (ITS) can provide
moments of Discursive Interactions (DI), in which scientific knowledge can be characterized
in more evident ways. Thus, this study analyzed how the forms of DI that take place during an
SEI, about concepts involving the problem of sound, cooperate with the emergence of
Indicators of Cognitive Skills (ICS) in eight students participating in the Science Club “Prof.
Dr. Cristovam W. P. Diniz”. We characterized this research as qualitative, using micro genetic
analysis to interpret the verbalized DIs perceived in the relationships established between the
monitors and the students participating in the Science Club. We tried to identify these ICS in
writings and drawings produced by these students, besides elaborating and characterizing an
SEI composed of five stages, having as support the concluded research and the experience of
the author during the years of performance as a monitory teacher of this space. For data
triangulation, we used videotaping, observation, and analysis of written and/or drawn records.
The Science Club is considered a non-formal educational environment for teaching, research,
and extension of didactic actions focused on Science and Mathematics in fifth and sixth-grade
classes of elementary school. With the analyses performed, we identified that the skills
developed by the students during the DI are continuously related to the desired proposal, and it
was possible to notice ICS based, above all, on the organization, exposition, and explanation of
ideas. On some occasions, we evidenced the concentration of mental resources, identification,
and analysis of the hypotheses, besides the justification of the results. The generalization of the
problem was also evidenced in some episodes. These ICS occur on occasions simultaneous to
the IDs that express, mainly, requesting information, providing clues, mirroring,
problematizing, and restructuring.
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