Impacts of the articulation of children's literature with investigative teaching on the learning of chemistry and on the scientific and technological literacy of elementary school students

• Grant number: 22/06987-0
• Support Opportunities: Improvement in Public Education Program
• Start date: February 01, 2023
• End date: July 31, 2025
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Agreement: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Tathiane Milaré
• Grantee: Tathiane Milaré
• Host Institution: Centro de Ciências Agrárias (CCA). Universidade Federal de São Carlos (UFSCAR). Araras , SP, Brazil
• Associated scholarship(s): 23/05964-0 - Impacts of the articulation of children's literature with investigative teaching on the learning of chemistry and on the scientific and technological Literacy of elementary school students, BP.EP; 23/03811-1 - Impacts of the articulation of children's literature with investigative teaching on the learning of chemistry and on the scientific and technological literacy of elementary school students, BP.EP

Abstract

Chemistry learning is not restricted to the domain of microscopic and representational knowledge that give it a more complex and abstract character. The process of recognizing and establishing relationships between the diversity, properties and uses of materials in society can be stimulated from the first grades. This is fundamental for the deepening of chemistry learning in the following grades. However, reading and writing are encouraged and the use of children's literature can contribute to this learning, in addition to stimulating curiosity, creativity and imagination, important attributes in investigative activities. Investigative teaching is a teaching methodology that makes students the protagonists of their learning and promotes Scientific and Technological Literacy. This project proposes to investigate the impact of the implementation of didactic sequences involving children's literature and investigative activities in the development of the learning of Chemistry and Scientific and Technological Literacy of students in the initial grades of elementary school. The project assumptions are: children's literature can be used in the contextualization and problematization of chemistry experiences; students can learn chemical knowledge contextualized in children's stories through investigative activities; the approach of investigative activities in storytelling expands the opportunities of science teaching in elementary school; the implementation of didactic proposals using children's literature and investigative activities makes it possible to achieve indicators of Scientific and Technological Literacy of students. (AU)