Revisão acerca dos temas alfabetização científica e ensino por investigação

Abstract

This study aimed to understand how science teachers have approached the processes of scientific literacy and / or research teaching? In order to do so, we analyzed the works of Oliveira and Molina (2016) that recovered studies focused on teaching by research and in scientific literacy in the main events and journals in the area of science teaching. It is an investigation of a qualitative nature, of the bibliographic type, that was supported in the approach of the systematic review of literature. Twenty studies were selected from the survey developed by Oliveira and Molina (2016). These studies were retrieved, read integrally and analyzed. The criteria for the selection of the studies were to have as an environment or research focus the pedagogical practices in teaching-learning environments. As results, it was identified that such themes have been explored for several years of Brazilian education (fundamental, middle and higher) as well as the continuing education of teachers present. Another point of emphasis is the variety of instruments and methods explored, indicating that there is no single instrument or methodology to use when addressing scientific literacy or teaching research during teaching practice. Each research objective will require its own methodology and instruments to reach them. There was a tendency of the work to defend the thesis that the pedagogical work centered on scientific literacy and teaching by research needs to be multi / interdisciplinary.

Keywords

• levantamento bibliográfico. ensino por investigação. alfabetização científica. revisão sistemática