AbstractIn this article is emphasized the IBSE method (Inquiry-Based Science Education or “Inquiry”) which consists of engaging the students in investigations that integrate theory and practice, building the knowledge from the problem resolution. To achieve the goals, it is necessary to consider the existing educational possibilities to accomplish the curricular integration of the Web 2.0 resources. The application of this method happened in a State School, involving a class of third grade of Polytechnic Secundary School in south of Brazil. The results suggest that this method have been contributing positively in students’ learning, because promotes the motivation of the student who is engaged byactive form in the process of learning. However, although the now students are of the digital natives generation, characterized by the facility which acess and comunicate by way of the use of the Web 2.0 resources, in the moment of this utilization in school tasks, they demonstrate sor of resistance. Pulled through this initial challenge, it was noticed that this active methodology contributes to develop autonomy in the search for solutions to the problems proposed and the ability of the reasoned argumentation.Key-words: Web 2.0 and science education. Inquiry teaching. Active methodologies.Digital technologies and education. Digital natives.ResumenEl artículo enfoca el método IBSE (Inquiry-Based Science Education o Educación Científica Basada en Investigación o “Inquiry”) que consiste en involucrar los estudiantes en investigaciones integrando la teoría y la práctica, construyendo el conocimiento a partir de la resolución de problemas. Con fin de alcanzar los objetivos, se hace necesario considerar las posibilidades pedagógicas existentes para realizar la integración curricular ...