Abstract

This research aim to contribute to fostering Scientific Literacy among 5th-grade students in an elementary school located in a municipality in the state of Rio Grande do Sul, Brazil. To this end, a didactic proposal was developed based on the theme of water, the hydrological cycle, and the contamination of rivers by pesticides, structured around the three Foundational Axes of Scientific Literacy. Additionally, Scientific Literacy Indicators were employed as a means of identifying evidence (or lack thereof) regarding the development of relevant skills. The study sought to answer the following research question: How does the proposed didactic intervention contribute to fostering Scientific Literacy? Data collection included the application of individual questionnaires, the construction of collective concept maps, and students’ spoken contributions obtained through audio recordings of the lessons. Data analysis involved identifying Scientific Literacy Indicators across the various data collection instruments. This analysis revealed the presence of the following Scientific Literacy Indicators: Group 1 – related to issues involving information: sequencing, organizing, and classifying information; Group 2 – related to reasoning skills: logical reasoning; Group 3 – related to the search for relationships: hypothesis generation, hypothesis testing, justification, prediction, and explanation.

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