Modeling in science and scientific literacy in the early years: a review study

Adriane Kis Schultz,Danusa De Lara Bonotto

doi:10.3895/actio.v6n1.13195

Abstract

This work aims to recognize the research done about the theme Modeling in Science - SC and Scientific Literacy - SC in the early years, as well as to understand how practices of Modeling in Science contribute to the development of SC in the early years of Basic Education. To contribute to our study, we conducted a qualitative bibliographic research and searched the Brazilian Digital Library of Theses and Dissertations made available by the Brazilian Institute of Information in Science and Technology (IBICT) for research in the form of theses and dissertations. We selected 13 studies for analysis in the period from 2010 to 2020. The researches are analyzed through the procedures of Content Analysis, which allowed to highlight the word "model" linked to the notion of representation and "modeling" as a means to qualify the processes of teaching and learning. In relation to CA, this is understood as a process by which we use scientific information to read, understand, and transform the environment in which we are inserted. In addition, the modeling process allows for the development of skills that carry with them indicators of CA, namely: problem formulation; information search; interpretation of graphs, tables, and illustrations; communication of results; and construction of arguments to solve the problem. However, for the interweaving of MC and CA to be present in the classroom, it is necessary to promote the experience of both processes in teacher education.

Highlights

Pedagogical practices of Modeling in Science - MC1 have been carried out with students of all educational levels and according to Biembengut (2016, p. 175) aims to "promote knowledge to the student in any period of schooling and teach him to do research in this school structure, that is: in the physical space and in the period concerned to this purpose", this because the steps of the modeling process resemble the steps of scientific research, since the choice of theme, formulation of the problem and communication of the result
The experience of the modeling process allows the articulation of knowledge and the development of reading skills and understanding of the world, which are marked by Chassot (2003) as characteristics of Scientific Literacy - CA
We seek to understand how MC practices contribute to the development of CA in the early years of Basic Education

Summary

Introduction

Pedagogical practices of Modeling in Science - MC1 have been carried out with students of all educational levels and according to Biembengut (2016, p. 175) aims to "promote knowledge to the student in any period of schooling and teach him to do research in this school structure, that is: in the physical space and in the period concerned to this purpose", this because the steps of the modeling process resemble the steps of scientific research, since the choice of theme, formulation of the problem and communication of the result.According to Biembengut (2016), pedagogical modeling practices enhance the realization of investigative activities from a theme of interest to students to solve a problem that can be proposed by the teacher or by the students themselves. The researches dealing with Scientific Literacy in the early years developed with students are about the engagement of children in investigation processes and the development of CA (P4, P11 and P13); the understanding of mnemonic processes in science teaching activities (P7) and the potential and limitations of the study of themes with a Science, Technology and Society (STS) character (P8).

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Conclusion