Investigative Teaching Sequence on Reproduction:

a tool to induce Scientific Literacy in Elementary School

Abstract

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”.