Abstract
In this work we present an experience report of a pilot discipline implemented in a group of students enrolled in the undergraduate course in Physics (licentiate and bachelor's degree) at the Federal University of Pará, during the first semester of 2017. Based on the use of investigative activities, during the semester, the students were divided into teams and for each them it was proposed an open-ended science problem, for which students had to make hypotheses, plan an experimental apparatus, collect data and interpret the results with the goal of responding the proposed problem. In the analysis of the didactic proposal, we present the main aspects punctuated by the teachers who applied the methodology. When dealing directly with the students, there was a greater involvement in the activities proposed by the teacher and an increase in self-efficacy. Indirectly, there was a greater respect for the creative freedom and learning pace of each student in learning the relevant physics concepts, as well as the development of competences related to the ability to solve research problems and in their daily life. Among other points scored by teachers, a sensitivity of the methodology to the class is highlighted, as well as to the choice of proposed problems.
Keywords:
investigative activities; Physics Teaching; Teacher Training; Nature of Science