Scientific Literacy and Modeling in Science in the Early Years of Elementary Education from Continuing

Abstract

This study deals with the results of a qualitative research, based on concerns related to teaching in the Early Years. It aims to understand the elements present in pedagogical practices of Modeling in Science (MC) that can contribute to the development of Scientific Literacy (AC) of students in the Early Years of Elementary School. The research subjects are six teachers who participated in five formative meetings involving the themes MC and AC. The constitution of the data took place through the written production of diaries referring to the training meetings. The analysis follows the Content Analysis procedures, from which we established two a priori categories that address: i) Formative meetings with CI activities. In this category, it emerged that the meetings favored the appreciation of the community and the spaces that integrate the personal and professional dimensions of teachers and enabled reflections on teaching practice, mobilization and transformation of knowledge and, ii) Scientific Literacy and Modeling in the Sciences in which we recognize that the intertwining between MC and AC arises when teachers expand the meanings attributed to expressions and textualize elements of MC practices that favor the development of AC marked on the skills of asking, observing, organizing, taking notes, testing, formulating hypotheses, systematizing and build arguments; present challenges associated with time for planning, compliance with pre-established programs and the teacher's own insecurity to conduct more investigative practices.