Use of non-formal spaces for chemistry teaching in the 9th grade from the scientific literacy perspective

• Autor(a) principal: Antonichen, Magno Roger
• Data de Publicação: 2023
• Outros Autores: Freire, Leila Inês Follmann
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• DOI: 10.3895/actio.v8n2.16327
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/16327
• topic: Ensino de Ciências/Química; Introdução da química; Espaços não formais; Química no 9º ano; Alfabetização Científica.; Introduction to chemistry; Non-formal spaces; Chemistry in 9th grade; Scientific Literacy.

Scientific literacy is widely discussed within the scope of science education, being considered a fundamental element for reading the world and, therefore, methodologies are sought for its promotion. Observing the reality of basic education in Brazil, the discipline of Chemistry is usually inserted in the last year of elementary school, and its introduction is often hampered by the limited vision of students in relation to its contents. Scientific literacy in chemistry should be promoted at this stage. Different strategies can be employed, including the use of non-formal education spaces, which can provide an experience for students in activities outside the school environment. This study aimed to evaluate the potential of teaching activities in different non-formal spaces to promote scientific literacy with ninth grade of elementary school students. For this, 3 non-formal chemistry teaching activities were sent: Visit to the science museum, homemade experimentation of the pH indicator with red cabbage and Chemistry Show workshop. The research data was collected from student questionnaires and also from records of observations made by the researcher. The data were analyzed with the support of the scientific literacy indicators proposed by Marandino et al. (2018) so that it was possible to evaluate the potential of the activities to promote students' scientific literacy. It was observed that the activities carried out did not contemplate all the attributes analyzed, however, the set of activities and variations in the forms of approach can more satisfactorily achieve the objectives of scientific literacy.