Indicadores da alfabetização científica como parâmetro para o desenvolvimento de trabalhos em feiras de ciências

Abstract

Through a literature review we found that there are rare publications in the area of ​​Science Teaching on Science Fairs, showing a gap between the fairs held in schools and the research currently conducted. Since the Science Fairs aim to be environments that enable the school community to engage in building a critical and investigative awareness, we propose as a general objective of this research to analyze works presented at the “VIII Science Fair: Discovering Young Talents Since 2011” at Unipampa Campus Bagé (RS), investigating some indicators of the Scientific Literacy proposed by Sasseron. Data were analyzed from twenty-six posters of groups of high school students who participated in the event. As a result, we realized that few groups (only 4 of 26) were able to address the attempt to solve a problem. In such works it was possible to observe that CA indicators were used. Each group in its own way was able to organize the information, classify it into categories that could be used during its analysis, and separate the important variables to consider. They were also able to raise hypotheses for the situation and, with that, build justifications and predictions that explain why this phenomenon. Given this analysis, this paper presents, although the indicators are not present in most works, a possible articulation between the Scientific Literacy Indicators and Science Fairs, so that students and mentoring teachers can rely on these indicators for the definition processes. topics and preparation and presentation of works in scientific dissemination spaces.