Imagem da capa

Analysis of the process of scientific literacy in children in non-formal education spaces and science communication

We understand Science Literacy as a citizens' right and a lifelong process that occurs in different educational spaces. We assume that the child, understood as an active actor, participant and producer of culture, can be considered an agent of science literacy, through the promotion of dialogue...

ver descrição completa

Principais autores: Scalfi, Graziele, Marques, Amanda Cristina Teagno Lopes, Iszlaji, Cynthia, Milan, Barbara, Norberto Rocha, Jessica, Marandino, Martha
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2019
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/10533
Tags: Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
id peri-article-10533
recordtype ojs
spelling peri-article-105332022-10-18T23:53:43Z Analysis of the process of scientific literacy in children in non-formal education spaces and science communication Análise do processo de alfabetização científica em crianças em espaços de educação não formal e divulgação da ciência Scalfi, Graziele Marques, Amanda Cristina Teagno Lopes Iszlaji, Cynthia Milan, Barbara Norberto Rocha, Jessica Marandino, Martha Ciências Alfabetização Científica; Criança; Indicadores; Educação Não Formal. Scientific Literacy; Child. Indicators; Non-formal education We understand Science Literacy as a citizens' right and a lifelong process that occurs in different educational spaces. We assume that the child, understood as an active actor, participant and producer of culture, can be considered an agent of science literacy, through the promotion of dialogue between children's cultures and scientific culture. The aim of this paper is, based on the theoretical-methodological framework of Science Literacy Indicators, to analyze the applicability of the tool for the study and evaluation of educational and science communication activities for children. The framework consists of four indicators (Scientific, Social Interface, Institutional and Interaction) and their attributes. In this sense, we present the indicators articulating with aspects of childhood and supported by results of empirical studies to exemplify and discuss their use for analysis of educational actions in non-formal education spaces. Finally, we discuss the role of this framework in the process of evaluation and planning of educational actions and science communication targeted at promoting children's scientific literacy. Entendemos a Alfabetização Científica (AC) como um direito dos cidadãos e um processo que ocorre ao longo da vida em diferentes espaços educacionais. Partimos do pressuposto de que também a criança, entendida como sujeito ativo, partícipe e produtora de cultura, pode ser considerada um sujeito da AC, via a promoção de diálogo entre culturas infantis e cultura científica. O objetivo do trabalho é, com base na ferramenta teórico-metodológica de Indicadores de Alfabetização Científica, analisar a aplicabilidade da ferramenta para o estudo e a avaliação de ações educativas e de divulgação científica para crianças. A ferramenta é composta por quatro indicadores (Científico, Interface social, Institucional e Interação) e seus atributos. Apresentamos os indicadores articulados com aspectos da infância e, apoiados em resultados de estudos empíricos, utilizamos a ferramenta para exemplificar e discutir seu uso para análise de ações educativas em espaços de educação não formal. Ao final, discutimos o papel da ferramenta no processo de avaliação e planejamento de ações educativas e de divulgação científica, com vistas à promoção da AC das crianças. Universidade Tecnológica Federal do Paraná (UTFPR) 2019-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Dossiê Temático application/pdf text/html http://periodicos.utfpr.edu.br/actio/article/view/10533 10.3895/actio.v4n3.10533 ACTIO: Teaching in Sciences; v. 4, n. 3 (2019); 386-410 ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 386-410 2525-8923 10.3895/actio.v4n3 por http://periodicos.utfpr.edu.br/actio/article/view/10533/7037 http://periodicos.utfpr.edu.br/actio/article/view/10533/7378 http://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/10533/1406 Direitos autorais 2020 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Scalfi, Graziele
Marques, Amanda Cristina Teagno Lopes
Iszlaji, Cynthia
Milan, Barbara
Norberto Rocha, Jessica
Marandino, Martha
spellingShingle Scalfi, Graziele
Marques, Amanda Cristina Teagno Lopes
Iszlaji, Cynthia
Milan, Barbara
Norberto Rocha, Jessica
Marandino, Martha
Analysis of the process of scientific literacy in children in non-formal education spaces and science communication
author_sort Scalfi, Graziele
title Analysis of the process of scientific literacy in children in non-formal education spaces and science communication
title_short Analysis of the process of scientific literacy in children in non-formal education spaces and science communication
title_full Analysis of the process of scientific literacy in children in non-formal education spaces and science communication
title_fullStr Analysis of the process of scientific literacy in children in non-formal education spaces and science communication
title_full_unstemmed Analysis of the process of scientific literacy in children in non-formal education spaces and science communication
title_sort analysis of the process of scientific literacy in children in non-formal education spaces and science communication
description We understand Science Literacy as a citizens' right and a lifelong process that occurs in different educational spaces. We assume that the child, understood as an active actor, participant and producer of culture, can be considered an agent of science literacy, through the promotion of dialogue between children's cultures and scientific culture. The aim of this paper is, based on the theoretical-methodological framework of Science Literacy Indicators, to analyze the applicability of the tool for the study and evaluation of educational and science communication activities for children. The framework consists of four indicators (Scientific, Social Interface, Institutional and Interaction) and their attributes. In this sense, we present the indicators articulating with aspects of childhood and supported by results of empirical studies to exemplify and discuss their use for analysis of educational actions in non-formal education spaces. Finally, we discuss the role of this framework in the process of evaluation and planning of educational actions and science communication targeted at promoting children's scientific literacy.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2019
url http://periodicos.utfpr.edu.br/actio/article/view/10533
_version_ 1805450873368739840
score 10,814766

Registros relacionados