Scientific literacy in chemistry teaching through the construction of scientific chronicles

Abstract

The present work aims to analyze the implications of the use of scientific thematic chronicles for Scientific Literacy through the approach of chemical contents. The context of analysis takes into account the production of a chronicle with a scientific theme, where chemistry should be part of the plot. The research was carried out with students from the ninth year of Elementary School. Data were grouped by similarities into categories using the content analysis methodology. The results indicate that the chemical contents covered in the chronicles of scientific themes, in addition to pointing out the perception of chemistry in the daily lives of the participants, and finally, the data point to the promotion of scientific literacy.