A study on scientific literacy in the training and practice of teachers in the early years of elementary school

Elizabeth Cardoso Gerhardt Manfredo,Natália Monteiro Do Rosário

doi:10.3895/actio.v6n1.12664

Elizabeth Cardoso Gerhardt Manfredo, Natália Monteiro Do Rosário

Open Access

https://doi.org/10.3895/actio.v6n1.12664

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Abstract

This research aimed to investigate approaches to scientific literacy in the initial and continuing education of teachers and its manifestation in the practice of teachers in the early years of elementary school. The methodology consisted of a survey of works defended between 2014 and 2018 published in the catalog of theses and dissertations on Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and on Biblioteca Digital de Teses e Dissertações (BDTD). Thesis/dissertation were collected, selected, and organized in accordance with specific research criteria. Five monographs were included on the study and were analyzed with the technique of content analysis. The five selected monographs highlighted the importance of scientific literacy in the initial and continuing education of teachers of initial years from elementary school. In the defined period that this survey was carried out, it was found a reduced number of monographs covering the scientific literacy and its relationship with the teacher’s education and with the teacher’s performance on the initial years of elementary school. Therefore, there is a need of more studies focusing on the scientific literacy theme, so the scientific literacy may become a reality at classrooms, and consequently contribute to generate a solid foundation in the scientific education of students and teachers. In conclusion, there is a great need of reformulating the bachelor’s in education programs, through the elaboration of purposes that may potentially contribute to the scientific education of teachers, extensive to their continuing education and with related research, aiming to improve their performance at classrooms, which will directly result in the scientific literacy of their students.

Highlights

This research was developed in the context of the project “Mathematical and Scientific Literacy in the training and practice of teachers in the early years of elementary school”, which proposed to organize a database of scientific research, articulating the training of teachers in the early years and the perspective of scientific literacy, analyzing what approaches there are in these experiences for learning the scientific concepts of the early years and whether these concepts are contextualized to situations of physical and / or sociocultural reality
The research began in August 2019 through a survey of research works in the databases of the catalog of theses and dissertations on Coordenação de Aperfeiçoamento de Pessoal do Nível Superior (CAPES) and on Biblioteca Digital de Teses e Dissertações (BDTD)
Defended and published works were sought between the years 2014 and 2018 that dealt with scientific literacy in the training and practice of teachers in the early years of elementary school to achieve the objective outlined

Summary

Introduction

This research was developed in the context of the project “Mathematical and Scientific Literacy in the training and practice of teachers in the early years of elementary school”, which proposed to organize a database of scientific research, articulating the training of teachers in the early years and the perspective of scientific literacy, analyzing what approaches there are in these experiences for learning the scientific concepts of the early years and whether these concepts are contextualized to situations of physical and / or sociocultural reality.

Results

Conclusion