Search

With the aim of starting to inculcate Scientific Literacy in the initial series of the Elementary School, we propose a form of science teaching which induces the students to work with and discuss problems involving natural phenomena and the implications that this entails for society and the environment. With the aim, we present a qualitative study realizes after the applications of a didactical sequence in science in the third grade of Elementary School. The sequence was planned with the objective of allowing the students to work actively in the process of construction their knowledge of the world, as well as propitiating discussion of the benefits and prejudicial effects of science and related technology for society and environment. We establish relations between the use of a didactical sequence in science and the acquisition of scientific literacy, with that aim we analyse the students argumentation, looking for indicators which can show us whether the process of acquiring scientific literacy is beginning.