Alfabetização Científica a partir de uma Sequência de Ensino Investigativo (SEI) relacionada aos impactos antrópicos no ambiente

The ability to analyze scientific content and understand how that knowledge was developed is crucial for citizens to actively and responsibly engage in society. Scientific Literacy (SL) enables students to develop skills within scientific knowledge, making them capable of making scientifically informed decisions in their social context. The aim of this research was to understand how a group of middle school students articulate knowledge and develop SL through an interdisciplinary investigative teaching sequence (SEI) regarding human impacts on the environment. The methodology was qualitative, structured as action research organized into three stages: administration of a pre-assessment survey, planning and implementation of the SEI, and analysis of student productions to assess the presence of SL indicators. The results showed that the implementation of the SEI promoted the SL by providing students with an environment in which they had to take a stance, discuss their prior conceptions, and justify their arguments. There was an increase in SL indicators after the SEI, indicating that students established connections between theoretical knowledge learned in the classroom, their lived reality, and the environment in which they are situated.