Sequência didática como ferramenta para averiguar a alfabetização científica no ensino de ciências

Abstract

This work's main point is to present the importance of experimentation in elementary school Science classes with a focus on the student's academic and cognitive development, involving the use of alternative materials for their development. Experimentation in education can assign several functions that foster the potential to instruct a principle, develop practical activities, experiments, hypotheses, and investigations. What makes it possible to question how the use of experimentation in a SD Didactic Sequence contributes to the teaching of science and how it can favor the student's teaching-learning in a way that contributes to their social and intellectual development? The objective is to work on methodologies proposed in a SD for teaching Science, through experimentation, to evaluate the process of scientific literacy, employing the use of alternative materials to discuss and differentiate electromagnetic phenomena, in 8th grade classes elementary education. The methodology developed and executed at SD was the planning of 8 classes, which were developed in different ways (Theories, class videos, experimental practices, and questionnaires) with the aim of helping the student achieve scientific literacy. The project is structured in three parts: in the first part, a learning script (constructed during classes) will be carried out. The second consists of carrying out experiments in which low-cost materials will be used. The last part consists of acquiring data obtained through the application of questionnaires. The questionnaires developed for this research were Google Forms to facilitate student participation in solving the answers. The closed questions were analyzed based on data processing, using the Likert scale, the open questions were analyzed using Bardin's content analysis. The application of this methodology within the student's reality provided them with the ability to reproduce the practice. It was observed in the results that each work had its particularity more within the context worked in SD. It is important to highlight that this activity awakened in students the ability to investigate, propose, build, and present their project. Promoting reciprocity between them, which allowed evaluators to observe the development of scientific literacy.