Categorização de níveis de letramento científico utilizando casos investigativos

Abstract

Scientific Literacy is the ability to get involved with the issues related to science and the science itself, as a reflective citizen. There is a concern about scientific literacy levels of students and the general population, and the literature review displays difficulties and shortage of studies that perform this type of approach, or when they do, recede to the perspective of alfabetização científica (from Portuguese, scientific literacy). This study aimed to present the scientific literacy levels in chemistry of a high school graduating class from the reading, writing and argumentation used in solving investigative cases. Thus, two investigative cases were created with the issues Diabetes Mellitus and Repellents, for two classes, with 27 and 33 students, of Severino Félix de Brito School, to solve them. For the analysis of the results were created five scientific literacy indicators (perception of science and technology in daily life, working with scientific information, solving problems, scientific language and argumentation), divided into four levels of scientific literacy. From the analysis of the presentation of cases and texts produced by the students, we concluded that among the students analyzed, 92% of them are ending high school with inadequate level of scientific literacy. Besides having great difficulty in making decisions scientifically, searching, arguing and perceiving science in their daily lives.