Methodological way Maker-Science: a proposition of Science Education methodology

Abstract

Scientific and Technological Literacy (STL) is one of the necessary and urgent goals for the development of the citizen belonging to digital humanity. In this sense, this article aims to discuss a methodological path for Science Teaching in Basic Education named by Maker-science. This conception was elaborated through the resignification of the French approach of IIR - Interdisciplinary Island of Rationality (IIR), as well as the conceptions of ACT. Regarding the theoretical contributions that support this work, the assumptions for the definition of a teaching methodology according to the French didactics of the second half of the 20th century, resignified for the contemporary teacher working in the digital humanities, as well as the conceptions of didactic transposition (DT). This teaching methodology proposal was initially thought to be applied to the levels that make up basic education. Thus, after a period of investigation of two years through the implementation of this trial in a pilot institution, we were able to conclude that the methodological proposal contributed to the promotion of the STL of the students, as well as the understanding of the forms of scientific communication and the construction of the systematic thinking. In addition, Maker-science presented itself as promising for the development of an innovative methodological proposal.