The Revista Insignare Scientia - RIS is a continuous flow publication of the Grupo de Estudos e Pesquisa em Ensino de Ciências e Matemática (GEPECIEM), linked to the Programa de Pós-Graduação em Ensino de Ciências (PPGEC) of the Universidade Federal da Fronteira Sul, Campus Cerro Largo – RS and aims to publish original research productions, experience reports, didactic proposals, reviews and biographies having as objects of discussion the Teaching of Science, its interfaces and its developments. The area of Science teaching and its Interfaces (focus and scope of the journal) comprises: education as a science, teaching as an area of scientific production and its subareas, such as: Environmental Education, Health Education, Astronomy Teaching, Mathematics Education, Biology Teaching, Physics Teaching, Geoscience Teaching and Chemistry Teaching, as well as developments and interfaces with themes in the area such as: Epistemology, History and Philosophy of Science, Curriculum, Teaching Methodologies, Language, Inclusive Education, Assessment, Information and Communication Technologies, Scientific Concepts, Differences, Gender, among others. Articles should focus on areas, sub-areas or themes that have a strong connection with the scope of the journal and present clearly explained contributions to Science Education. Any manuscript that relates to any of the subareas mentioned above (but not to their teaching area), as well as to general aspects of education or other areas (without a clear relationship or implication for the area of Science Education) will not be sent for evaluation.
A didatic propose for a financial education discussion
This paper aims to socialize some of conditioning elements to the task of building an educational product entitled “Financial Education in review: proposals for teachers”, developed in the context of a Professional Master's program in the area of ​​Science and Mathematics Teaching, with ways to provide discussions articulated with the principles of Critical Mathematics Education, the educational product constructed is linked to a dissertation, organized in multipaper format, of which this is one of its articles, which set out to investigate how discussions regarding Financial Education were present in the didactic papers of Integrative Projects approved by the National Book and Teaching Material Program. Based on the data analyzed, we selected two projects that use tangential issues as themes to encourage discussions about Financial Education. From there, and inspired by the authors' professional teaching practices, we constructed the four didactic proposals that constitute the aforementioned Educational Product. We understand that such proposals have the potential to encourage reflections of a social, cultural and political nature, often silenced in conventional teaching materials.
Copyright (c) 2025 Joilson Mélo Leite, Enio Freire de Paula http://creativecommons.org/licenses/by/4.0
Experimental activities in confronting banking education: perspectives from a constructivist approach
This article addresses the challenge posed by the nuances of banking education in the field of science, which limit students' ability to construct knowledge and run counter to the development of the skills and abilities necessary in the current context and required by the new BNCC (National Common Core Curriculum). Given this, it presents the challenge of pointing out alternatives that enable students to become subjects of their own learning, by stimulating their curiosity and interaction with the media. As a hypothesis, it will address experimental activities and their potential, with the aim of showing that this pedagogical tool can be precisely one of the counterpoints sought in banking education. To follow this path, it begins with a bibliographic analysis and then focuses on case report analysis, respecting the limits of the article, but seeking to reinforce through reflection on practice how constructivist activities stimulate interaction and meaningful understanding, in addition to promoting the construction of knowledge in a motivating, collaborative, and efficient way.
Constructivism, Physics Teaching, Experimentation.
Copyright (c) 2025 Dr. Luiz Marcelo Darroz, Pedro Henrique Giaretta, Dr. Márcio Luís Marangon http://creativecommons.org/licenses/by/4.0
Popularization of Sciencia with Black Light: Creation of Themed Room during the National Weeek Of Science and Technology at the Federal University of Piauí
This report describes the process of planning, conception, and execution of the thematic room “Science and Black Light”, held at the Federal University of Piauí during the “UFPI Open Doors” event, as part of the 21st National Science and Technology Week. The proposal sought to popularize science through an interactive, playful, and accessible approach, using black light to reveal fluorescent colors in objects, paints, and solutions. The activity was structured in: (1) immersive setting with interactive experiments using products that are easy to find in everyday life; (2) mediation adapted to different school levels; and (3) encouragement of visitors’ protagonism, mostly basic education students from public schools in Teresina-PI. The experience generated four main impacts: (i) high public engagement; (ii) demystification of scientific concepts; (iii) recognition of UV light applications; and (iv) strengthening of the university–community bond. The results demonstrate that the initiative fulfilled its dual educational and social purpose, aligning with Sustainable Development Goal 4 and the premises of meaningful learning. Therefore, the activity reinforces the importance of playful and experimental approaches in the process of democratizing scientific knowledge, highlighting the transformative potential of university outreach actions as tools for inclusion and social development.
meaningful learning; science communication; chemistry education.
Copyright (c) 2025 Maria Clara Moreira dos Santos http://creativecommons.org/licenses/by/4.0
Celebrating Children’s Day with astronomy: science popularization in a planetarium
This study aims to describe and present the results of a science popularization outreach initiative specifically designed for children, with astronomy as the central theme and the planetarium as a non-formal education space. The event, titled “Fun Astronomy”, was held in celebration of Children’s Day and included four dome sessions specially planned for young participants. A total of 105 people attended the event, including 51 children. At the end of the activity, the children answered questions about what they enjoyed most and what they had learned during the session, and were invited to create a drawing that represented their learning. The results are discussed based on the children’s responses and artwork, highlighting the potential of the planetarium as a tool for science communication and for fostering curiosity and interest in astronomical topics among young audiences.
Copyright (c) 2025 Alessandro Damásio Trani Gomes http://creativecommons.org/licenses/by/4.0
What is this that is shown in the Training Itinerary: perceptions of Chemistry teachers from the Central-West
In the educational field, the selection of certain contents to the detriment of others expresses intentions and ways of being and acting of a society. Considering that the experience lived in school provides a more or less alienating/domesticating education, the curriculum space becomes an important stage for disputes and the constitution of identities. In the last decades, different curricular reforms have been proposed that promised to solve the chronic problems of the educational system. Among these, the New Secondary Education (NEM) and the National Common Curricular Base (BNCC), which based their proposition on the propaganda of curricular flexibility and greater attractiveness. In view of this conjecture, in our study we intend to understand the context of the Formative Itinerary (IF) through interviews with three teachers. From the process of analyzing the interviews, via Discursive Textual Analysis, forty-two units of meaning emerged, fourteen initial categories, four intermediate categories and one final category. In this article we focus on the debate of two intermediate categories, one linked to the meanings of NEM and the other to its impacts. In the interpretative process it was possible to identify relevant clues in the challenge of understanding IF, such as: i) the duality of the meanings of NEM and IF; and ii) unveiling of reality.
Educação em Ciências; Ensino de Ciências;
Copyright (c) 2025 Ana Carolina Manvailer Siqueira, Vivian dos Santos Calixto http://creativecommons.org/licenses/by/4.0
Photography in the Textbooks of PNLD 2021: A Descriptive Analysis of the Collection Matter, Energy, and Life
Scientific photography plays a crucial role in documenting and communicating data and studied phenomena, as it facilitates the observation and analysis of information that is often presented solely through text. This research investigates the influence of photographs in the teaching of chemistry in high school textbooks approved by the PNLD 2021–2024. The study seeks to answer how photographs contribute to the understanding of chemical concepts, influencing students’ interest and motivation, and impacting the quality of teaching and learning. The methodological approach is qualitative, based on bibliographic analysis. A textbook collection was examined, focusing on the use of photographs to illustrate chemical concepts, demonstrations, and practical applications. The main findings indicate that photographs in chemistry textbooks serve important functions, providing visual representations that complement the text and exemplify chemical phenomena. The analysis of 779 photographic images from the collection "Matéria, Energia e Vida: Uma Abordagem Interdisciplinar" highlights that photographs are essential in bringing students closer to the content. It is inferred that the use of photographs in chemistry education constitutes an effective pedagogical strategy, as it enhances the understanding of abstract concepts through visual representations. This approach contributes to making the content more accessible and engaging, fostering a dynamic, meaningful, and intellectually stimulating teaching-learning process.
Copyright (c) 2025 João Felipe Eusebio de Moura, Bianca Martins Santos, Gahelyka Aghta Pantano Souza http://creativecommons.org/licenses/by/4.0
Evaluation in Education: a review study in the Jornal Quimica Nova na Escola
The theme of this research is related to the concern with assessment in teaching in Basic Education. With this, we proposed an analysis in the Revista Química Nova na Escola (QNE) with the objective of verifying the scope of the theme on evaluation in existing research. Our objective was to investigate the assessment in the 1997 to 2023 editions of the QNE Magazine because it addresses important topics related to the teaching of Sciences and Chemistry at all levels of education. Therefore, we recognize limitations and possibilities in the understanding that assessment needs to permeate together with the participatory and critical character in transforming the classificatory evaluation of final results, crossing the border to a constant and procedural assessment in teaching in Brazil.
Copyright (c) 2025 Kelly Karine Kreuz, Rosangela Inês Matos Uhmann http://creativecommons.org/licenses/by/4.0
Use of UNO as an Active Methodology in Organic Chemistry Teaching
Based on Law 15.100/2025, which bans cell phones in schools, there is a growing need for educators to explore engaging, hands-on alternatives to keep students actively involved in learning. The game Organic Chemistry UNO integrates IUPAC nomenclature, structural formulas, and the identification of organic functions. The methodology involved implementing the game in an undergraduate Chemistry course, specifically in Organic Chemistry I, with pre- and post-activity questionnaires. The results showed that most students found the game both engaging and effective in helping them grasp chemical concepts. In addition to fostering active participation and critical thinking, the game also encouraged interaction and motivation among students. The study concludes that active learning methodologies, such as educational games, are crucial for making chemistry education more dynamic and accessible, inspiring future educators to incorporate innovative teaching approaches.
Copyright (c) 2025 Gabriel Mateus Arantes Pereira, Emerson de Oliveira Figueiredo, Jéssica Taynara Montes, Leonardo Figueiredo Soares http://creativecommons.org/licenses/by/4.0
Discursive genres in Physics teaching: a systematic literature review
Linguistic processes are present in all human relationships, decisively impacting different segments of society. Among these segments, the educational field introjects linguistic processes by exploring the various discursive genres known for effective communication and transmission of knowledge. At this juncture, the substantive learning of Physics depends on the choice and didactic use of these genres, allowing greater communicational objectivity and adequate interpretation of concepts and natural phenomena, improving understanding of the content. Therefore, this article, configured as a systematic literature review (RSL), sought to analyze the contribution of discursive genres to the teaching of Physics, highlighting their predominance and insertion in the development of content. To this end, the Scielo and Oasisbr portals were consulted, using search descriptors, inclusion and exclusion criteria, considering works published between 2013 and 2023. From this study, it was found that the teaching of In the last decade, Physics has been using a variety of discursive genres for didactic diversification and better development of content, allowing students to bring the subject closer together, improve the teacher's teaching performance and learn the concepts developed by the subject.
Copyright (c) 2025 Kleber Saldanha de Siqueira, Adriana Cavalcanti dos Santos http://creativecommons.org/licenses/by/4.0
Percepções de Licenciandos em Química sobre Caça ao Tesouro: Análise Quantitativa da Mobilização de Conteúdos de Aprendizagem
Este estudo tem como objetivo analisar as percepções de professores em formação inicial sobre a possibilidade da atividade lúdica Caça ao Tesouro oportunizar a mobilização de conteúdos conceituais, procedimentais e atitudinais. Este estudo caracteriza-se como uma pesquisa do tipo Survey e adota uma abordagem metodológica quantitativa, com foco analítico, fundamentada na análise estatística dos dados. Esta pesquisa foi realizada com 20 licenciandos em Química, participantes do subprojeto Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Após a atividade lúdica, os participantes responderam a um questionário Likert com 25 assertivas. Os dados foram analisados utilizando-se testes não paramétricos, especificamente os testes Mann-Whitney e Kruskal-Wallis, para verificar diferenças significativas nas percepções entre grupos. Os resultados indicam um alto grau de concordância em relação ao impacto educativo da atividade, com variações de percepção entre os participantes. A análise também revelou que a Caça ao Tesouro favorece a mobilização de conhecimentos conceituais, procedimentais e atitudinais, reforçando o impacto das práticas lúdicas no ensino e aprendizagem e na formação de futuros docentes.
Copyright (c) 2025 Aline Lubyi, Everton Bedin http://creativecommons.org/licenses/by/4.0
Didactics of Physics from the perspective of Cognitive Neuroscience: curricular anlysis of Physics teaching degrees in the Northeast region of Brazil
This work consists of an introductory investigation on whether SCD, adopted by undergraduate courses in Brazil, makes use of the contributions of Cognitive Neuroscience to the learning of scientific concepts. To this end, it was decided to conduct an exploratory study, based on a documentary analysis of the curricular matrices of the undergraduate courses in Physics of the federal universities of the Northeast of Brazil. The results indicate that none of them offers a discipline with a Cognitive Neuroscience approach, or with a Didactics of Physics with its own theoretical framework. This evidence is quite worrying, since, in the specific literature of the area, relevant works are found that validate the contributions of Cognitive Neuroscience in the teaching and learning process, especially scientific content. In addition, it is argued that the Didactics of Physics has its own theoretical framework, with a view to a more robust initial and continuing education, which favors a significant learning of scientific concepts.
Didática da Física. Neurociência. Formação de professores.
Copyright (c) 2025 Me. José Ademir Damasceno Júnior, Prof. Dr. Francisco Herbert Lima Vasconcelos, Prof. Dr. Daniel Brandão Menezes http://creativecommons.org/licenses/by/4.0
Dificuldades no Ensino e Aprendizagem de Química em Escolas de Ensino Médio de Senhor do Bonfim-BA
A Química é um componente curricular obrigatório na Educação Básica Brasileira, no entanto, a mesma é vista como uma disciplina de difícil entendimento, além disso, muitos alunos não sabem o motivo pelo qual a estudam. Nesse sentido, a presente pesquisa objetivou investigar as possíveis dificuldades atreladas ao ensino-aprendizagem da Química em escolas do ensino médio na cidade de Senhor do Bonfim-BA. A metodologia adotada foi à análise de conteúdo e o instrumento empregado foi à aplicação de questionário e entrevista. O público alvo foi composto por estudantes de três diferentes séries do ensino médio, bem como, os seus respectivos professores, em duas escolas estaduais. Após coleta e análise dos dados foi possível conhecer a visão comum dos alunos com relação à Química, assim, constatou-se por exemplo, que a maior dificuldade relatada foi à matemática envolvida no conteúdo (79,3 %), enquanto as atividades experimentais (59,3 %) e lúdicas (75,0 %) despertam maior interesse e auxiliam na aprendizagem da Química. Considerando os dados obtidos com os professores, verificou-se que estes não possuem formação específica na área. De um modo geral, todos os docentes afirmaram que a falta de atenção e a base matemática dos estudantes trata-se dos maiores problemas enfrentados no ensino da Química.
Química; Ensino-aprendizagem; Dificuldades; Ensino médio.
Copyright (c) 2025 Rosana Timoteo da Silva, Amanda Alves Barbosa http://creativecommons.org/licenses/by/4.0
Formações de professores no contexto das Feiras e Mostras Científicas: uma revisão sistemática de literatura
This article presents a systematic review of the literature that explores the meanings of teacher training in national studies on Fairs and Scientific Exhibitions (FMC). The analysis covers different training strategies, from face-to-face meetings to online courses, adapting to the specific needs of each region and context. The importance of partnerships and collaborations between teaching and research institutions is highlighted, aiming to strengthen the autonomy of teachers and promote the sharing of experiences. Teachers are recognized as transformative agents in the educational process, trained to guide and involve students in scientific activities, contributing to a reflective education oriented towards the construction of knowledge. In addition to promoting knowledge sharing, FMC play an important role in promoting science, social inclusion and developing public policies in the scientific field. The continuous need to invest in initiatives that value and strengthen teacher training in this context is emphasized, providing training experiences that benefit the professional development of teachers and the knowledge of students.
Copyright (c) 2025 Sthefani dos Santos Silva, Charles dos Santos Guidotti http://creativecommons.org/licenses/by/4.0
Investigative Teaching Sequence on Reproduction: a tool to induce Scientific Literacy in Elementary School
In Science teaching, students' lack of interest and motivation in building their knowledge in school spaces may be associated with the difficulty in relating scientific curricular concepts to the situations they experience in their daily lives. Thus, the great challenge arises of bringing scientific knowledge closer to the students' context, making learning meaningful. Thinking about teaching that promotes Scientific Literacy (SL), Science Teaching by Investigation (STI) is an approach capable of stimulating students' interest and active participation in the teaching-learning process. Thus, the objective of this study was to identify the contributions of STI and Significant Learning (SL) to promoting SL among students in the 8th year of Elementary School. In the methodological path, data collection was carried out through an Investigative Teaching Sequence (SEI) with the theme “Reproductive mechanisms”, built according to the assumptions of Carvalho (2013). 144 students were impacted with a didactic approach that aims to bring curricular scientific concepts closer to students' innate curiosity about the object of knowledge “Reproduction”, causing greater engagement and enchantment with “doing Science”.
Investigative Teaching Sequence; Scientific Literacy; Meaningful Learning.
Copyright (c) 2025 Rozana Rodrigues Silva, Mirley Luciene Santos http://creativecommons.org/licenses/by/4.0
Building knowledge: integrating prior knowledge, practices, and technologies for meaningful learning on energy generation
The article addresses the importance of integrating students' prior knowledge into the learning process, particularly in Electrical Engineering and the Energy Generation course. With technological advancements and social demands, it becomes essential to update pedagogical approaches, emphasizing education in renewable energy for a sustainable future. The study aims to evaluate the effectiveness of teaching strategies by analyzing how the connection between new knowledge and students' cognitive structures can enhance learning. The research was conducted at a university in Rio Grande do Sul, involving Electrical Engineering students, using qualitative and quantitative methods. Practical activities, case studies, simulations, experiments, and online platforms such as Kahoot were applied to assess student engagement and comprehension. The methodology included questionnaires, descriptive tests, and interactive activities, with data analysis through graphs identifying areas of mastery and topics requiring reinforcement. The results indicated a good overall understanding but revealed difficulties in specific topics. The study demonstrated that the combination of theory, practice, and technology is essential for learning, reinforcing the need for additional support and the continuous development of teachers.
Integration of knowledge for meaningful learning in engineering and renewable energies
Copyright (c) 2025 Marcelo Paulo Stracke, Antônio Vanderlei dos Santos, Dr., Bruna Teresinha Klassen Tusset, Lucas de Carvalho, Me. http://creativecommons.org/licenses/by/4.0
Teaching Science in Elementary School: Laying the Foundational Stones of Scientific Thinking
The present text is a critical review of the book “Teaching Science in Elementary School: Laying the Foundational Stones of Scientific Thinking”, written by Melina Furman, a biologist and doctor in Education and Science. The central idea of the work is the author's inquiry on how to encourage and develop scientific thinking in elementary school students. To answer this question, the author presents fictional scenarios with different methodologies for comparison and highlights inquiry-based teaching or investigative methodology as an extremely viable alternative for transforming the current landscape of Science Education.
Copyright (c) 2025 Adriano Luiz Rodrigues Tiegs http://creativecommons.org/licenses/by/4.0
Ensino e aprendizagem de isomeria constitucional na modalidade híbrida
Constitutional isomerism is an abstract, complex, and challenging topic for high school students to learn, which can hinder academic performance and the understanding of other chemistry concepts. Despite the various pedagogical approaches used in chemistry education, there is a gap in the investigation of the potential of Blended Learning in overcoming learning difficulties related to constitutional isomerism. The implementation of Blended Learning for second-year students in a technical chemistry course at a state school in Igarapava/SP involved the submodels of flipped classroom and station rotation as strategies to facilitate the learning of constitutional isomerism. Initially, students showed a lack of knowledge about isomerism and needed some time to adapt to the pedagogical approach used. However, after the planned activities were carried out, there was an improvement in content comprehension and greater collaborative participation during classes. The use of the WhatsApp and Edpuzzle apps facilitated the completion of online activities, and an educational game adapted from the 'memory game' served as a teaching resource to support learning.
Copyright (c) 2025 Ederson Vinícius Argemiro, Evandro Roberto Alves, Alexandre Rossi http://creativecommons.org/licenses/by/4.0
Environmental awareness through the production of the educational booklet “Queimadas, let’s erase this idea”
The use of fire improperly and intensely causes problems in the physical-chemical and biological aspects of soils, deteriorates air quality, reduces biodiversity and harms human health. Part of this action occurs due to the population's lack of knowledge about the consequences of fire. Given this, the aim of the work was to describe the development of informative material on a free online platform in booklet format, about fires, focusing on data from the city of Divinópolis (MG). The informative texts in the booklet were written after a bibliographical survey of the city's local reality, writing the themes in a simple and accessible way and subsequent review. Next, the visual identity of the booklet and final review were developed. Final considerations indicate the relevance of actions for Environmental Education in local situations. It is expected that this material will contribute to increasing awareness and modifying behavior to prevent irregular fires.
Copyright (c) 2025 Flavia Daniela Santos Melo, Camila Mariangela Pacheco, Amanda Amália Araújo do Carmo http://creativecommons.org/licenses/by/4.0
Environmental Physics Project: “Energy” – Na Experience Report
This experience report was developed based on the application of a teaching project entitled "Physics of the Environment: Energy." It consisted of three modules: Module 1 - Environment, sustainability, pollution, energies (renewable and non-renewable) and their respective power plants; Module 2 - Simple electrical circuits; Module 3 - Mechanical energy: Kinetic, gravitational potential, and elastic potential, conservative energy system. It was implemented at Professor Raimundo Guerra Municipal School, located in the municipality of Caicó/RN, in a Science Club composed of students from the 6th to the 9th grade of Elementary School. The dynamic interaction, social and intellectual practice is developed from self-reflective thinking within the scientific field. The students were participative in discussions, proposed challenges, written productions, and practical experimental activities, especially when the dialogues were brought into the students' everyday lives. Some students faced difficulties in the specific part of mechanical energy and its conservation in the system. Also, in the oral transcription of scientific language, as many remained only in the realm of commonsense. In summary, it is crucial that activities like this are increasingly incorporated into Basic Education, where students can be protagonists in the construction of their own scientific knowledge.
Copyright (c) 2025 Álison Pereira da Silva http://creativecommons.org/licenses/by/4.0
Research in Basic Education: a teaching perspective from Science Fairs in Mato Grosso do Sul
This study investigates the impacts of scientific research on the learning process of basic education (BE) students and the role of public agencies. Aspects related to the experience of teachers as research project advisors, their challenges, the role of authorities, and how the development of research and participation in science fairs contribute to the teaching-learning process of students are explored. Data collection was carried out through interviews with teachers who supervise research projects in elementary, middle, and technical education in public and private institutions in the state of Mato Grosso do Sul. The results indicate a positive perception of student involvement in research initiatives, with clear signs of scientific maturity and the development of professional skills that set them apart from their peers. However, low financial and institutional support from schools and the government for fostering research projects was identified, despite institutions using award-winning works as showcases for the community. Overall, the need to create an environment of incentives and rewards, supported by the government and educational institutions, to promote research in basic education is highlighted.
Copyright (c) 2025 Joshua Augusto Alves Gonçalves, Tiana de Paula Assis, Estela Maris Giordani, Ivo Leite Filho http://creativecommons.org/licenses/by/4.0
Conceptions in environmental biotechnology and the proposal of a didactic game based on design
This didactic proposal addresses the process of building an online game based on Design Thinking, seeking to diagnose the recognition of biotechnological applications by students in the 1st, 2nd and 3rd years of public state high schools, and to promote the understanding of the applications of environmental biotechnology through an online game. Based on the five stages of Design Thinking, (1) we analyzed the approach to biotechnology in textbooks – empathize; (2) identified the need to bring biotechnology closer to students’ daily lives– (re)define; (3) designed an interesting and playful way – ideate, through the (4) online game developed on the Kahoot platform – prototype; and (5) validated the game with students – test. In the test stage, the educational game was validated in a synchronous meeting in which we observed students’ conceptions about environmental biotechnology (Questionnaire 1), presented concepts and applications of biotechnology in everyday life (lecture), and proposed and assessed the educational game (Questionnaire 2). It was noted that students understand the concept of biotechnology, but have difficulty associating it with practical applications in everyday life. The game promoted students’ learning in a playful way and can be used as a resource for assessing learning.
Copyright (c) 2025 Joice Aline Freiberg, Rafael Marian Callegaro http://creativecommons.org/licenses/by/4.0
How do the relationships between Science, Technology, Society and Environment appear in the natural science questions of São Paulo state universities entrance exams?
Studies on the relationships between Science, Technology, Society and Environment have been consolidated in Brazil, with vast production in postgraduate courses and in congresses specialized in teaching natural sciences. However, recent research points to obstacles to its implementation in basic education, due to gaps in initial teacher training and the dilemma that persists in basic education between training citizens or preparing students for the university entrance exam. The objective of this study is to verify the presence of STSE relationships in biology, physics and chemistry questions in the first phase of the Fuvest, Unesp and Unicamp entrance exams from 2019 to 2023. The methodology used is Discursive Textual Analysis and the categories classify the questions according to the presence of STSE relationships: null, superficial, balanced in relation to scientific content and focus on STSE relationships with secondary scientific content. The results show that there is a predominance, in the three entrance exams, of only superficial and illustrative presence of STSE relationships. Physics questions are those that present the least balance between scientific content and STSE relationships. This balance has been increasing over the years in the chemistry questions of the Unicamp entrance exam.
Copyright (c) 2025 Rodrigo Bastos Cunha http://creativecommons.org/licenses/by/4.0
Solar Energy and Physics Teaching: Extension and Rural Education Project in the Semi-arid Piauí
The growing demand for pedagogical approaches that integrate theory and practice in Physics teaching, as well as the intersection between science, technology and society, is fundamental to preparing students for the environmental and technological challenges of the contemporary educational context. In this context, this study aims to present reflections derived from the experience acquired in a Physics project, developed in the mechanics discipline, which involved the construction, execution and application of a didactic model using solar energy for irrigation, linked to an extension project at the University Federal Government of Piauí. This study highlights the importance of sustainable energy in teaching Physics by exploring the use of the Photovoltaic Pumping System (SFB) as a teaching tool in a rural school in the semi-arid region of Piauí. In this context, it aims to present reflections derived from the experience acquired in a Physics project, developed in the mechanics discipline, which involved the construction, execution and application of a didactic model using solar energy for irrigation, linked to an extension project at the Federal University of Piauí.
Copyright (c) 2025 Fábio Soares Paz, Fernanda Coelho da Rocha, Marcos Vinícius Andrade http://creativecommons.org/licenses/by/4.0
Ensino e aprendizagem dos conceitos químicos de oxirredução através da temática limpeza e recuperação de bijuterias
In line with the moment of restructuring of basic education in Brazil, based on educational paradigms, in which the student is motivated to lead their own learning, the present work aims to develop and apply a Didactic Sequence (DS) with the theme jewelry recovery to teach the content of redox reactions. To this end, qualitative research was carried out. The target audience was a 2nd grade high school class from a state public school in the city of Queimadas–PB, totaling 26 students, aged between 16 and 20. The data collection instrument started from the development and application of an SD, which was planned to be applied in 4 stages, namely: i. Application of the problem situation; ii. Class dialogued with participants; iii. Carrying out the experiment “Cleaning and recovery of jewelry and iv. Assessment of applied SD. To analyze the questionnaires, Bardin's content analysis technique was used. Given the results obtained with the application of SD, it was possible to understand that there was promotion and interaction among students during classes, as well as their interest in the topic at hand.
Copyright (c) 2025 Vitória Maria da Silva, Jacqueline Pereira Gomes, Francisco Ferreira Dantas Filho http://creativecommons.org/licenses/by/4.0
Vaccination on the agenda: the state of knowledge of research aimed at teaching science and biology
This is a State of Knowledge study, intending to uncover issues that emerge from scientific research in the area of teaching concerning the theme of vaccination. The research surveyed articles published in journals in the A1, A2, and B1 strata of Qualis/Capes (2013-2016 quadrennium) in Education. For such, 32 articles were found in 12 journals. The results show that scientific research in education related to vaccination was published predominantly in journals classified in the A1 stratum, with a concentration of publications in 2021, with most of the research being classified as empirical research with qualitative analysis. The theoretical framework that underpinned most of the research was associated with the "Science, Technology, Society, and Environment/Scientific Literacy" line of research. Concerning the topic of vaccination, the category "Types of disease" was predominant, with articles emphasizing Covid-19. The research indicated an increase in vaccination publications during the pandemic, indicating how themes with social relevance in particular historical contexts impact research interest in different scientific areas.
Copyright (c) 2025 Elizabete França, Fernanda Aparecida Meglhioratti http://creativecommons.org/licenses/by/4.0
Financial mathematics from the perspective of a liberating education: study of the perception of a group of teachers
The study aims to analyze teachers' perceptions about the possibility of including the Freirean approach in Financial Mathematics classes. To this end, it organizes a 30-hour continuing education course for a group of teachers who teach Financial Mathematics in high school, in order to introduce the didactic-pedagogical approach of the Three Pedagogical Moments (Delizoicov; Angotti, 1991) as an alternative. The qualitative research uses as data the participants' statements during the meetings and in the semi-structured interview conducted at the end of the course. The data are analyzed based on two categories: Freirean pedagogical conception and Didactic-pedagogical organization. The results indicate that the teachers understood and accepted the Freirean perspective as the course meetings took place, realizing that it met their conceptions about the teaching process; that they were involved and encouraged to apply the 3MP; and, they are committed to promoting a liberating education in the teaching of Mathematics. However, participants stated that all this involvement requires contact with activities that provide the opportunity to develop “point-of-use” activities and examples of possibilities, favoring their implementation in Mathematics classes.
Copyright (c) 2025 Pedro Caixeta Cabral, Cleci Teresinha Werner da Rosa, Luiz Marcelo Darroz http://creativecommons.org/licenses/by/4.0
Textbooks as a resource to promote Scientific Literacy in Science Teaching
Understanding the importance of teaching science and scientific literacy in the formation of the individual, the main objective of this research is to verify if the activities proposed by the textbooks favor the development of scientific literacy, since textbooks are the main resource available in schools. schools. This research has a documental character and qualiquantitative character, carried out for the course Completion Work discipline in the degree of Licentiate in Natural Sciences at the Federal University of Pampa - Campus of Uruguaiana/RS. 3 Science textbooks from the 7th year of Elementary School of the PNLD of 2020 and 2021 were selected. In each book, two chapters were selected to analyze the activities, totaling 44 activities. It was found that of the activities analyzed, 18 activities contemplate only one level of CL; 18 activities include two levels of LC; seven activities develop three levels of LC; and, an activity that favors the development of four levels of scientific literacy concurrently. According to the analysis, it is concluded that the activities present in the textbooks contributed to the development of scientific literacy in science teaching.
Copyright (c) 2025 Adriana Fagundes Greco, Renata Godinho Soares, Cadidja Coutinho, Raquel Ruppenthal http://creativecommons.org/licenses/by/4.0
STEM Education in Brazil: An Analysis of the Fundamental Concepts for the Country's Context
This study presents a proposed concept of STEM Education, discussed and adapted from the perspective of the educational demands of the Brazilian context, aiming to provide key conditions for school and academic development. In order to explore the potential of implementing STEM in Brazilian schools, an explanatory-exploratory documentary research of a qualitative nature was conducted. To this end, the GEMS Community of Practice carried out studies between 2020 and 2023, based on national and international scientific literature, as well as current educational public policies. It is important to highlight that parallel studies on related topics contributed to the development of the proposed concept. Accordingly, GEMS envisions STEM Education as a movement toward emancipatory, contemporary, and interdisciplinary teaching, to be fostered through applied knowledge aimed at solving real-world problems. Furthermore, to foster STEM Literacy and emphasize criticality, creativity, communication, and collaborative work, in order to provide the student with an education for the world of work and for life's challenges. Therefore, the STEM Movement aims for an education that meets the demands and expectations of contemporary society.
Copyright (c) 2025 Graciele Carvalho de Melo, Gabrieli Buzata Nicola, Daniel Morin Ocampo, Eliziane da Silva Dávila http://creativecommons.org/licenses/by/4.0
Use of didactic sequence in science teaching: Application of active methodologies as a learning simplifier with emphasis on chemistry teaching
The teaching and learning of natural sciences and their technologies is of fundamental importance for the education of students in the early years. The subject of science, together with interdisciplinarity, when worked on well in schools, helps students to find answers to many questions. These questions make students constantly exercise their reasoning skills, arousing their curiosity about the origin of things, such as the origin of natural phenomena, as well as exploring what seems different or intriguing to them. In this sense, the Didactic Sequence (DS) to be presented seeks approaches that promote scientific initiation and investigation, encouraging students to think critically and explore the world around them. This article presents two DSs designed to be applied to 9th grade students. The proposal is mainly based on science teaching, with a focus on knowledge objects related to chemistry, seeking to provide an effective strategy to help students understand complex concepts and their application in practical contexts. It is worth noting that the SDs were developed theoretically, but were not applied in the classroom.
Copyright (c) 2025 Josilene Pereira Silva, Paulo Henrique Almeida da Hora, Marcela Silva dos Santos http://creativecommons.org/licenses/by/4.0
Teaching oxygenated functions: a didactic experience using medicinal plants to contextualize learning in a virtual environmenta virtual environment
The teaching of Chemistry, particularly topics like oxygenated organic functions, presents challenges due to its abstract and decontextualized approach. This study aimed to develop and implement a didactic experience based on the theme of medicinal plants, making the teaching of this content more relatable to students' everyday experiences. The didactic sequence was conducted virtually via Google Meet platform from August and December 2020, targeting a class of 66 third-year high school students from a public state school in the city of Esperança-PB. The research was structured into three stages: assessing prior knowledge about medicinal plants, applying the didactic sequence, and evaluating students' perceptions of the methodology. Data were collected through questionnaires containing four questions related to the topic, which responses analyzed and some transcribed for qualitative interpretation. The results indicated that more than 90% of the students were able to establish connections between the theme and the studied content, considering the approach more dynamic and engaging. These findings underscore the importance of active methodologies that promote student participation, foster engagement, and support meaningful, contextualized learning.
Copyright (c) 2025 Joseilton Franco França, Maria Conceição de Menezes Torres, Leossandra Cabral de Luna, Lidiane Gomes de Araújo http://creativecommons.org/licenses/by/4.0