Scientific literacy back to citizen training: analysis of a didactic intervention in initial years

Abstract

The research starts from the necessity to implement and analyze didactic proposals that favor the scientific literacy the initial years. With this perception, and accompanied by the understanding that teaching science is associated with seeking answers to the problems present in the near or remote surroundings of students, the question that guides research is formulated: what characteristics associated with scientific literacy are benefited by pedagogical practices based on by the search for a solution to problems experienced by the students? In order to respond to this questioning, we search for the support of the methodological proposal based on named Three Pedagogical Moments, taking as a point of reference the understanding of scientific literacy in the Lorenzetti (2000). The objective to evaluate a didactic sequence of their contributions to the process of scientific literacy. The research takes as presupposition the qualitative and participatory approach, involving the production of data from the teacher/researcher's records in the form of logbook, the collection of the materials elaborated by the students and the audio and video recording of one of the activities executed - television news. The results indicate that the didactic sequence was favorable to scientific literacy specifically in relation to the use of vocabulary enriched with scientific terms and concepts, to identify this knowledge in everyday situations, to identify that there are myths and beliefs in most of the knowledge acquired in the experiential world, about the conscious role that each subject must exercise in society and their critical responsibility.