Contribuições do ensino de ciências por investigação para a alfabetização científica: uma revisão sistemática da literatura

Abstract

The main objective of science education is scientific literacy, in other words, to form critical and informed citizens who are able to understand the natural world, make informed decisions and face everyday challenges. In this sense, the aim of this article is to identify how the stages present in inquiry teaching activities used in Early Years (EY) science classes promote Scientific Literacy (SL), as they relate to the indicators of scientific literacy (IAC) proposed by Sasseron (2008). To this end, we opted for a Systematic Literature Review (SLR) of articles available on the Periódicos Capes database published between 2019 and 2023. Initially, the search with the keywords resulted in 1330 articles in Portuguese, whose titles and abstracts were read. After applying the inclusion criteria, we obtained 13 articles that make up the corpus of the research, which were read in full. We analyzed the articles based on the triangulation between the theory presented in the literature on Inquiry Teaching and Scientific Literacy, the data obtained and the objective of the work. The results obtained show that the indicators presented in the papers contribute to scientific literacy, since through the activities developed in the papers the students developed scientific literacy skills. Furthermore, based on the didactic resources used in all the works, we can affirm that the ENCI can be developed in any school.