The investigative learning and its daily applicability

Abstract

This paper compares the effectiveness of collaborative teaching methods with traditional expository approaches in high school physics classes. Through bibliographical review, it discusses the definitions and differences between collaboration and cooperation to establish clear terminology. Initially, the paper examines the limitations of expository teaching methods and the benefits of collaborative teaching, drawing on Vygotsky’s concepts such as the Zone of Proximal Development (ZPD) and the idea of the most capable pair. It also looks at how these concepts are recommended for classroom use according to official Brazilian documents, like the National Common Core Curriculum (BNCC) and the Law of Guidelines and Bases of National Education (LDB 9394/96). Collaborative teaching through investigative methods significantly improves learning quality and helps students become more employable. Lastly, the paper compares investigative methodologies with approaches from other fields, such as group therapy and pair programming, to highlight their advantages and applicability.