Reflexive portfolios and science education: innovative teaching strategy

Abstract

This study seeks to problematize the implications of the use of an innovative strategy in science education: reflexive portfolios. This is a descriptive and exploratory study with a qualitative approach. It was developed in a public school in the state of Rio Grande do Sul / Brazil, having as subjects of investigation two professors of the discipline of Sciences and six students of Elementary School, seventh and eighth years. The teachers planned the activities. They and the students used individual reflexive portfolios, which are the instruments of analysis of this study. The research began in November 2014 and ended in October 2015. The portfolios produced were analyzed in light of the Discursive Textual Analysis. The findings of this study allow us to infer the contribution of the use of reflexive portfolios for learning, stimulation of students' critical-reflexive thinking and their autonomy development.