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

Detalhes bibliográficos
Autor(a) principal: Silva, Virginia Roters da
Data de Publicação: 2020
Outros Autores: Lorenzetti, Leonir
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/187169
Resumo: 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.
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spelling Scientific literacy in the early years: indicators evidenced by a didactic sequenceA alfabetização científica nos anos iniciais: os indicadores evidenciados por meio de uma sequência didáticaAlfabetização científicaMapas conceituaisEnsino fundamental IScientific literacyConceptual mapsElementary educationThe 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.O artigo analisa as contribuições de uma sequência didática acerca da água na promoção da alfabetização científica nos anos iniciais. Uma pesquisa de intervenção pedagógica foi desenvolvida com 24 alunos do ensino fundamental I de uma escola pública de Araucária/PR, durante o segundo semestre de 2016, a qual envolveu a implementação de uma sequência didática com base nos três momentos pedagógicos e a elaboração de mapas conceituais. Uma entrevista semiestruturada foi realizada com os alunos, utilizando os mapas conceituais construídos como base, para que pudessem explicitar os conhecimentos adquiridos durante a sequência didática, subsidiando a análise da presença de indicadores de alfabetização científica. Os resultados apontaram que a implementação da sequência didática concretizou as habilidades necessárias para ser alfabetizado cientificamente, de modo a evidenciar que a escola tem o importante papel de possibilitar o acesso ao conhecimento científico, sendo fundamental que proporcione um processo formativo desde a tenra idade, visando a formar cidadãos críticos e conscientes, que compreendam a linguagem científica e saibam utilizá-la mais ativamente na sociedade. Constatamos que a sequência didática desenvolveu habilidades necessárias para a promoção da alfabetização científica na medida em que propiciou aos alunos a vivência de situações em que eles tiveram de se posicionar, ao colocar em xeque suas concepções prévias acerca das temáticas estudadas, demonstraram a apropriação de diversos conceitos científicos, evidenciando a construção do conhecimento. Para que o aluno se torne um cidadão crítico, consciente perante a sociedade e que assuma uma posição frente a processos e inovações que o afetam diariamente, fazem-se necessárias novas ações e recursos didáticos que auxiliem no incremento da alfabetização científica.Universidade de São Paulo. Faculdade de Educação2020-11-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionimage/jpegimage/jpegtext/xmlapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/18716910.1590/S1678-4634202046222995Educação e Pesquisa; v. 46 (2020); 1-21Educação e Pesquisa; Vol. 46 (2020); 1-21Educação e Pesquisa; Vol. 46 (2020); 1-211678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/187169/172948https://www.revistas.usp.br/ep/article/view/187169/172947https://www.revistas.usp.br/ep/article/view/187169/172946https://www.revistas.usp.br/ep/article/view/187169/172945https://www.revistas.usp.br/ep/article/view/187169/172944Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSilva, Virginia Roters da Lorenzetti, Leonir 2021-06-14T21:56:24Zoai:revistas.usp.br:article/187169Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-14T21:56:24Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Scientific literacy in the early years: indicators evidenced by a didactic sequence
A alfabetização científica nos anos iniciais: os indicadores evidenciados por meio de uma sequência didática
title Scientific literacy in the early years: indicators evidenced by a didactic sequence
spellingShingle Scientific literacy in the early years: indicators evidenced by a didactic sequence
Silva, Virginia Roters da
Alfabetização científica
Mapas conceituais
Ensino fundamental I
Scientific literacy
Conceptual maps
Elementary education
title_short Scientific literacy in the early years: indicators evidenced by a didactic sequence
title_full Scientific literacy in the early years: indicators evidenced by a didactic sequence
title_fullStr Scientific literacy in the early years: indicators evidenced by a didactic sequence
title_full_unstemmed Scientific literacy in the early years: indicators evidenced by a didactic sequence
title_sort Scientific literacy in the early years: indicators evidenced by a didactic sequence
author Silva, Virginia Roters da
author_facet Silva, Virginia Roters da
Lorenzetti, Leonir
author_role author
author2 Lorenzetti, Leonir
author2_role author
dc.contributor.author.fl_str_mv Silva, Virginia Roters da
Lorenzetti, Leonir
dc.subject.por.fl_str_mv Alfabetização científica
Mapas conceituais
Ensino fundamental I
Scientific literacy
Conceptual maps
Elementary education
topic Alfabetização científica
Mapas conceituais
Ensino fundamental I
Scientific literacy
Conceptual maps
Elementary education
description 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.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-11
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/187169
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identifier_str_mv 10.1590/S1678-4634202046222995
dc.language.iso.fl_str_mv eng
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dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/187169/172948
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https://www.revistas.usp.br/ep/article/view/187169/172946
https://www.revistas.usp.br/ep/article/view/187169/172945
https://www.revistas.usp.br/ep/article/view/187169/172944
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
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rights_invalid_str_mv Copyright (c) 2021 Educação e Pesquisa
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 46 (2020); 1-21
Educação e Pesquisa; Vol. 46 (2020); 1-21
Educação e Pesquisa; Vol. 46 (2020); 1-21
1678-4634
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