CHILD WRITTEN RECORDS AND SCIENTIFIC LITERACY: FOCUS ON INQUIRY BASED SCIENCE TEACHING

Abstract

Inquiry Based Science Teaching in the early years of schooling contributes to the development of the Scientific Literacy process. In the exhibition of part of research results, the collaborating children and teachers on stage are located in a public school of medium-sized city, in the West region of Sao Paulo. This is a third year Elementary School group that, in cooperative action, participated in activities resulting from the organization of an Investigative Teaching Sequence entitled Photosynthesis and Food Chain. In it, in the immersion of the culture produced by humanity, written and scientific language activities intertwine and contribute to the formation of children's intelligence and personality, highlighting how this teaching practice involving problem solving, hypothesis raising and discussions brings positive impacts to the production of authorial texts, in which the child, when recording what he thinks and learned in class, expands his desire to express himself in his project of saying, and appropriates specifically human abilities related to writing and science. Thus, investigative activities may be a possible way to enhance the literacy process, as well as the student's involvement with the scientific culture.