The development of alternative conceptions in the sense of scientific knowledge
is a gradual and extensive evolution. The reason for this is that such ideas are harmonious,
global, stubborn, and solid (PINTÓ, et al., 1996). Several researchers have emphasized
the collaborations of the use of these activities for the conceptual development
(AZEVEDO, 2006; CARVALHO, 2013; BORGES, 2002). A study was carried out on
the collaborations of these activities for the development of the concept of speed. This
study was carried out in the first semester of 2018 with students of the first year of High
School who had already studied the content of kinematics. Most of them showed
alternative conception, which proves that this way of knowing can occur even after formal
education. Three activities were carried out that put the students in front of several events
in order to generate cognitive conflict (CARVALHO, 1992). The students' written
products were collected and analyzed using the content analysis as a guide (BARDIN,
1977). It was demonstrated that the investigative activities performed are an excellent
option to the classic laboratory classes and presented potential in the promotion of the
development of the alternative conceptions.
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