Indicators of scientific literacy: a review of the literature on the different skills that can be promoted in science education in the early years

Abstract

This article seeks to deepen the understanding of the teaching of science in the early years. We understand that the scientific literacy proposed discussions can approach the scientific knowledge of daily life and the life of the students in this age group, while enhancing the fundamental knowledge in science. We believe that understanding the processes involved in scientific literacy can also contribute to the construction of knowledge and the training of teachers in the early years. The objective of this paper is to present a literature survey in order to identify national and international works that discuss teaching practices in science, promoting the development of skills by the students and can provide indicators of scientific literacy in process. Starting from the content analysis as a methodology, the results reveal a diversity of practices undertaken in the teaching of science around the world in the search for a more autonomous, critical and social development of students and also point out that scientifically literate goes far beyond the initial educational level. The themes explored in these articles point to a concern agenda on how to improve science teaching and how students relate to this area of knowledge throughout schooling.