O uso das metodologias ativas como promotoras da alfabetização científica no ensino de ciências

Abstract

The present work seeks to articulate scientific literacy with the use of active methodologies in the teaching of basic concepts of science, in elementary and higher education. We seek to answer the research problem: how to articulate and develop active methodologies aimed at the scientific literacy process, at the concepts of science, in basic and higher education? The work is presented in an article/manuscript format that seeks to present the results of this study. Article 01, entitled " Interlinking concepts about health in the teaching of cell biology, seeks to ascertain the knowledge of students graduating from elementary school II, from the 8th and 9th grades, about basic concepts of cell biology, such as those linked to the history of the discovery of cells, differentiation cells, microorganisms, cell multiplication and healing. The methodology used for this study was the use of a questionnaire with 3 layers, with questions about the theme, which was answered by the students. Statistical analysis was performed to certify the effectiveness of the questionnaire and description of the results. Article 02, entitled “A proposal for teaching electromagnetism through experimental activities”, aims to describe and analyze a set of activities carried out with a 9th grade elementary school class, using experimental activities with content related to electromagnetic phenomena. Experimentation was used as an active methodology, and the analysis of results was performed by content analysis. In manuscript 01, entitled “The production of didactic videos by undergraduate students in biological sciences: a proposal for a cell biology class, we seek to instruct undergraduate students in biological sciences to develop didactic videos with vocabulary accessible to all audiences, using terminology conversations and, with the use of easily accessible material, make it possible to replicate the practices presented in the videos. We realized that, in understanding the simplest and most basic concepts of Cell Biology, the students obtained better results; on the other hand, when we interconnect and contextualize the concepts, we identified a significant reduction in the number of correct answers, as the development of these questions involved more complex cognitive processes. By using the development of didactic videos as an active methodology, with accessible vocabulary, capable of promoting scientific literacy in formal and non-formal environments, we realized that the students were able to link theory to practice, be active in the construction of their knowledge and think of new ideas. ways to transmit this knowledge in a practical and accessible way to other students, teachers and/or the general community. With the work developed, we seek to present a vision of curriculum that allows scientific literacy in elementary and higher education. Which must be worked in a contextualized way and with the possibility of interconnecting facts and phenomena of the student's daily life with the theoretical contents worked in the classroom.