In this study, we investigate the problematic: In what terms are teacher mediation and students'
cognitive development constituted with a view to structuring a new didactic environment in a
Science Club, based on Reuven Feuerstein's theory and on the teaching of Science through
investigation? For that, analyze teacher mediation processes and their effects on the cognitive
development of students, establishing connection points between Reuven Feuerstein's
theoretical approach and science teaching by investigation for the structuring of a new didactic
space in the Science Club Prof. Dr. Cristovam W. P. Diniz. The constitution of the information
to be analyzed took place in the aforementioned Science Club, which is configured as a space
for non-formal education, from the application of the Investigative Teaching Sequence entitled
“Sound Problem”. For organization and interpretation of the information collected, we chose to
use microgenetic analysis. Research participants were eight students and three monitor teachers.
During the analyzes carried out, it was possible to identify the use of various mediation purposes
and criteria by the monitor teachers as each stage of the SEI was developed, in which the
mediational teaching work was expanded or reduced according to the level of understanding
and development of the students, as well as the situational variables that determine the difficulty
and/or challenge of what was being proposed. These actions triggered speeches and attitudes
on the part of students that evidenced the use of social practices of production, communication
and knowledge assessment that allowed the development of cognitive functions, describing a
profile of cognitive development of students. From these verifications, we structured the
Modifying Investigative Environment, which can be seen as a new didactic space for the
Science Club, in which the innovation lies in the intentional implementation of an
investigational science teaching that promotes the cognitive and social growth of students.
Thus, we understand that the Modifying Investigative Environment developed at the Prof. Dr.
Cristovam W. P. Diniz from an investigative approach that presupposes the Mediated Learning
Experience, can show a Structural Cognitive Modifiability of the students.
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