Laboratory practices and investigative vases: establishing relationships with knowledge

Abstract

This study presents a learning experience involving an investigative case experimentation, which is based on Bernard Charlot’s concept of relationship with knowledge to analyze the learning process of students. The activity was planned in the discipline of Instrumental Analytical Chemistry with the participation of sixteen students of the Environmental Chemistry course of the Federal University of Tocantins, Gurupi, Brazil. We applied participatory research to conduct the activity and to gather narratives for data collection. The analysis of the narratives allowed us to uncover the relationship with knowledge that prevails during the resolution and to analyze the appropriation of chemical knowledge present in the case, whichever the description and explanation of the phenomena or chemical processes, since the level of appropriation of knowledge among students differs according to their relationship with themselves after taking part in the activity.