Conhecimentos do professor dos anos iniciais quanto ao conceito de alfabetização científica relacionado às dimensões de R. W. Bybee

Abstract

The idea that the teaching of natural sciences should be present from the earliest stages of basic schooling has been strengthened. As a result, the concept of scientific literacy, central to discussions about the roles of science education, has also emerged as an objective to be incorporated into the educational practices of Early Childhood Education and Elementary School when addressing scientific content. In this work, we intend toget to know the conceptions that a group of sixteen teachers who work in the Early Years of Elementary Education of a public school in a city in São Paulo has about the concept of scientific literacy and the perceptions they have about how this This themewas addressed in its initial formation and as it is today in its continued formation. For this, we applied an open­ended questionnaire to the group of teachers and analyzed the answers using the technique of the Collective Subject Discourse. The analysis of the content of the responses pointed to the lack of knowledge about issues related to scientific literacy (its meaning, objective and relevance in science teaching) by the subjects participating in the research, reaffirming the need to rethink the training of teachers who work inthese segments of the researchbasic education in relation to the content and approach to teaching natural sciences in the Early Years.