Contribuições da neurociência educacional e da alfabetização científica para as práticas pedagógicas

Abstract

In a society marked by the growing presence of science and technology, Scientific Literacy (SL) constitutes a reference for Science Education by fostering students’ participation in practices of argumentation, evidence analysis, and explanation construction. In this context, Educational Neuroscience (EN) offers references for thinking about pedagogical practices and the organization of learning conditions. This qualitative research, characterized as an experience report, aimed to analyze the SL indicators mobilized by high school students in a pedagogical experience with a Teaching and Learning Sequence (TLS) in Biology, planned and implemented based on EN principles. The TLS was developed with inspiration from Design-Based Research (DBR), used as a reference for its planning, implementation, and refinement. The investigation was conducted with third-year high school students from a public school in the Zona da Mata region of Minas Gerais, Brazil. Data production comprised audiovisual records of the classes, students’ written productions, lesson plans, and the reflective journal of the teacher-researcher. The analysis indicated the mobilization of SL indicators, such as information seriation, information organization and classification, hypothesis raising, justifications, explanation construction, and prediction. The results indicate that the organization of the TLS was related to the circulation of arguments, the explicitness of criteria, and students’ conceptual elaboration. The research contributes to understanding how EN principles can guide didactic decisions related to the mobilization of SL indicators in real teaching contexts.