Potencialidades dos registros semióticos na educação infantil: explorando os microrganismos para a promoção da alfabetização científica

Abstract

Science teaching in Early Childhood Education is implicitly addressed in the BNCC Fields of Experience, without including a specific component for the area. This research investigated how inquiry-based teaching can promote scientific literacy and develop scientific skills in five-year- o ld children, using the theme of microorganisms. Of a qualitative and longitudinal nature, the research collected data in three moments: pre-test, post-test and retention test. Scientific literacy indicators, semiotic records and children's speeches during investigative activities were applied. The results advanced the conceptual understanding of microorganisms and the development of scientific skills, such as observation and explanation, proving the effectiveness of inquiry-based teaching in Early Childhood Education.