Scientific literacy in the early years: indicators evidenced by a didactic sequence

Silva, Virginia Roters da; Lorenzetti, Leonir

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

SECTION: ARTICLES • Educ. Pesqui. 46 • 2020 • https://doi.org/10.1590/S1678-4634202046222995 copy

Scientific literacy in the early years: indicators evidenced by a didactic sequence^* * The author(s) would like to thank the Academic Publishing Advisory Center (Centro de Assessoria de Publicação Acadêmica, CAPA – www.capa.ufpr.br) of the Federal University of Paraná (UFPR) for assistance with English language translation and editing. Secretaria Municipal de Educação de Curitiba. Contact: vicaroters@gmail.com

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The article analyzes the contributions of a didactic sequence regarding water in promoting scientific literacy in the early years. A pedagogical intervention research was developed with 24 students from Elemetary public school in Araucária/PR, during the second semester of 2016, involving the implementation of a didactic sequence based on the three pedagogical moments and the elaboration of conceptual maps. A semi-structured interview was conducted with the students, using the concept maps built as a base, so that they could explain the knowledge acquired during the didactic sequence, supporting the analysis of the presence of indicators of scientific literacy. The results showed that the implementation of the didactic sequence materialized the necessary skills to be scientifically literate, showing that the school has the important role of enabling access to scientific knowledge, being fundamental that it provide a formative process from an early age, aiming to form critical and conscious citizens. who understand scientific language and know how to use it more actively in society. We found that the didactic sequence developed skills necessary for the promotion of scientific literacy in that it provided students with the experience of situations in which they had to position themselves, putting in check their previous conceptions about the studied themes, demonstrate the appropriation of several concepts. evidencing the construction of knowledge. In order for the student to become a critical citizen, aware of society and take a stand on processes and innovations that affect him/her daily, new actions and didactic resources are needed to help increase scientific literacy.

Scientific literacy; Conceptual maps; Elementary education

Group	Indicator	Description
FIRST	Information Ranking	It is linked to the establishment of bases for investigative action.
	Information organization	It appears when trying to prepare the existing data on the investigated problem.
	Information classification	It appears when trying to establish characteristics for the data obtained.
SECOND	Logical reasoning	It understands how ideas are developed and presented.
SECOND	Proportional reasoning	Like logical reasoning, it is what shows the way in which thought is structured.
THIRD	Hypothesis raising	It points out moments when assumptions about a certain topic are raised.
	Hypothesis testing	These are the steps in which the assumptions previously raised are put to the test.
	Justification	It appears when, in any statement made, a guarantee is given to what is proposed.
	Forecast	This indicator is made explicit when an action and/or phenomenon that happens associated with certain events is stated.
	Explanation	It appears when seeking to relate information and hypotheses that were already raised.

Class	Content	Didactic resources	Learning objectives
1	The importance of the presence of water in the soil, in the air and in living organisms.	Different images with or without water; Terrestrial globe; Plant; Poster; CM.	To perceive the presence of water on the entire planet: in living beings, in the soil, in the air and in living organisms.
2	Water pollution and contamination in Araucária and other cities.	Student’s tour itinerary; Several images; Comparative board; CM.	To perceive the action of man in pollution and contamination of water and its consequences to health.
3	Water pollution and contamination in Araucária and other cities.	Text: “Petrobrás is ordered to pay around 1.4 billion for spilling oil in the Birigui and Iguaçu Rivers”; Images of industries in Paraná; Question board; CM	To identify water pollution and contamination in Araucária and other cities and their main polluting sources.
4	Diseases caused by poor hygiene and basic sanitation.	Documentary on pollution; Text: “Not so pure”; Factsheets on diseases caused by poor hygiene and basic sanitation; CM.	To perceive the action of man in pollution and contamination of water and its consequences to health.
5	Notions of basic sanitation and Water Treatment Station (WTS), pollution and water contamination by humans.	Images; Computer animation; Printed activities on basic sanitation; CM.	To understand what basic sanitation is and its importance for people’s health.
6	Notions of basic sanitation and Water Treatment Station (WTS).	Images; printed texts; Animated video; MC.	To understand what basic sanitation is and its importance for people’s health.

Indicator	CM1	CM2	CM3	CM4	CM5	CM6	CM7	CM8	Total
Ranking	0	6	0	3	0	1	0	0	10
Organization	5	9	2	8	15	3	12	1	55
Classification	4	12	0	7	0	0	0	0	23
Logical reasoning	0	0	0	1	1	0	5	0	7
Proportional reasoning	0	0	0	0	0	0	0	0	0
Hypothesis raising	22	22	3	27	34	1	17	1	127
Hypothesis testing	1	5	0	9	0	0	4	0	19
Justification	12	7	0	18	7	0	11	0	55
Forecast	6	6	0	3	4	0	9	0	28
Explanation	7	4	0	4	6	0	14	0	35
Total	57	71	5	80	67	5	72	2	359

Faculdade de Educação da Universidade de São Paulo Av. da Universidade, 308 - Biblioteca, 1º andar 05508-040 - São Paulo SP Brasil, Tel./Fax.: (55 11) 30913520 - São Paulo - SP - Brazil
E-mail: revedu@usp.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Vírginia Roters da Silva has a degree in pedagogy; she has a master’s degree in science and mathematics education from the Federal University of Paraná (UFPR). She is a teacher at the Curitiba Municipal Public School.

Leonir Lorenzetti is a doctor in scientific and technological education, professor in the Department of Chemistry and in the Graduate Program in Education in Science and Mathematics at UFPR and Leader of the Group of Studies and Research in Scientific and Technological Literacy.