Problem situations as a mediating strategy for critical scientific literacy

Abstract

The present work is the result of a research that sought to reflect on the perception of teachers, notably regarding the use of problem situations in the context of CTS approach. The action research, of a qualitative nature, was carried out jointly with science teachers (Collective of Studies), from a education basic School. In appreciation the data, we resorted to discursive textual analysis. We carried out interventions, using problem-situations, through teaching projects, which enabled us to conduct broader citizenship education in basic education, especially in the final years of elementary school. In this context, it was possible to apprehend the potential of problem-situations as a didactic and pedagogical resource consistent with the need to promote critical scientific literacy, based on two elements: scientific literacy and critical thinking, both necessary to the ideals of critical and citizen formation.