Ensino de ciências por investigação : uma proposta de atividades investigativas sobre densidade nos anos iniciais do ensino fundamental

Abstract

Historically, science education in Brazil has been accorded minimal priority within the school curriculum. There remains a challenge in developing a science education that not only imparts knowledge of scientific concepts and language but also effectively illustrates, in a manner relatable to students, that science exists to meet human needs and serve societal functions. In this context, Scientific Literacy is currently considered a means to overcome these challenges. It is viewed as a theoretical framework designed to facilitate the understanding of the world, aiming to impart scientific knowledge that aids in addressing everyday problems. With this perspective in mind, the present study begins with a literature review to discuss Scientific Literacy, Inquiry-Based Science Education, and Investigative Teaching Sequences as facilitators and enhancers of learning in Science Education for the early years of elementary education. Consequently, the results obtained from field interventions through Inquiry-Based Science Education, specifically focusing on the concept of "Density," demonstrated significant and positive learning outcomes in scientific concepts, as well as the development of Scientific Literacy among the student participants in the study.