Avaliação dos efeitos de atividades de ciências nas aprendizagens de crianças do ensino primário

For decades, holistic, systematic, regular and contextualized science teaching has been recommended from the earliest years, from an Inquiry-Based Science Education perspective with a Science-Technology-Society orientation, where multiple educational opportunities foster the development of the desired scientific literacy for all. This research study emerges from these guidelines and results from the exploration of 61 activities (168 sessions), in which the aim was to evaluate their effect on the learning of the 171 children participating in the study. This was a qualitative study based on the Educational-Design Research method. For data collection purposes, documents were compiled (learning assessment recording instruments, recording sheets and answers to the children's assessment games), and content analysis was the preferred technique for processing and analyzing them. The results show a significant improvement between before and after the activities in terms of knowledge and reveal the high levels of achievement in the children's skills, attitudes and values.