DIDACTIC SEQUENCE APPLIED IN SCIENCE TEACHING FROM THE PERSPECTIVE OF SCIENTIFIC LITERACY WITH FOCUS ON CTS/CTSA

Abstract

This article aims to present the results of a professional master’s research developed in the context of 5th-grade elementary school students, based on the application of a didactic sequence addressing science contents that contribute to the initiation of scientific literacy among participating students. The study was grounded on the assumption that the epistemological guidelines of the CTS/CTSA approach (Science, Technology, Society, and Environment) contribute to the scientific literacy of students in the early years of schooling, while also providing greater contextualization and meaning to learning activities. The theme “Science in My Daily Life” was developed through a didactic sequence based on Inquiry-Based Learning and the Three Pedagogical Moments. Data were collected through observation, photographs, written records, and post-tests. The main results indicate that the activities of the didactic sequence contributed to the progressive development of students’ scientific knowledge and to the initiation of scientific literacy, as well as to making learning processes more contextualized and interdisciplinary.