THE DEVELOPMENT OF A DIALOGICAL MODEL FOR THE PLANNING OF RESEARCH PROJECTS FOR MIDDLE SCHOOL STUDENTS

ABSTRACT Science fairs boost scientific research at school. Since scientific knowledge is privileged in this kind of event, the most prestigious projects are the ones that result from a systematic investigation. In order to enable the planning of investigative projects in a public school of Canoas (RS), this paper aims to propose a dialogical model for the planning of research projects for middle school students. From the academic literacies perspective (LEA; STREET, 1998), the model proposed here seeks to clarify to students what counts as knowledge in a certain area and how it appears in the writing of the project. According to the principles of formative assessment (BLACK; WILIAM, 1998), it was developed a rubrics framework for the elements of a research project. This strategy sees students as protagonists of learning and assessment processes because it allows them to know beforehand how they will be evaluated and what they have to do to achieve the stated goals. In addition, students can also act as concerned readers of each other’s projects, grading them according to the rubrics framework and writing opinions as a form of feedback