This investigation addressed the teaching and learning of conceptual content, procedural and
attitudinal issues at the Prof. Science Club. Dr. Cristovam W. P. Diniz – which develops
pedagogical practices with an Inquiry Teaching approach for Basic Education students – and
we sought to analyze the learning expressions of the content in its three-dimensionality in the
graphic records (writings and drawings) produced by club students during the Writing and
Drawing stage in an Investigative Teaching Sequence entitled the “problem with the hydracor
marker”. This didactic proposal addressed the Paper Chromatography experiment and the
concepts of substances, mixtures and pigments, based on the problem “How to identify whether
each marker has one or more colors in its ink?”. The process was conducted in two meetings
with four stages. The participants were 25 club students from the 5º, 6º and 7º years of
Elementary School, and 13 volunteer teacher-monitors, including the researcher. It was an
applied and interventional research of an exploratory-explanatory nature, with a qualitative
approach, characterized in two types: a) participant research – for planning and conducting an
educational process at first; and b) documentary, since the 25 graphic records (corpus) treated
by Content Analysis were analyzed, with the interpretation being based on the analytical model
of Rodrigues and Malheiro (2023a). The analytical movement constitutes the categories that
represent the procedural of students and learning: Manipulative descriptiveness and
investigative fidelity in learning (a priori); conceptual, phenomenological and creative learning;
and Subjective and socio-emotional aspects in investigative learning (both a posteriori). Some
records were covered in full as representative, with 5, 3 and 2 corresponding to the categories.
The results showed that the writings and drawings have particularities that are close to the
characteristics of each dimension of the content, but that, in general, articulately contemplate
all, whose tendency of the present aspects were the description of the experimental investigative
stage, the manipulative and conceptual aspect, the indication of results and, in some cases, the
expression of feelings and emotions in a collaborative process. As for the relationship between
graphic records, the three-dimensionality of the content and teaching through investigation in
the context of this science club, there is the (self)evaluative nature of these knowledge
systematization instruments for procedural, creative, autonomous and evaluative learning for
club members.
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