Simulated jury as an activity that develops Scientific Literacy: an analysis based on indicators

Abstract

In recent years, much has been discussed about Scientific Literacy and its importance to form critical and reflective subjects capable of mobilizing the scientific knowledge acquired to interpret the different situations in which it is inserted and to place itself as an agent of transformation of the environment. In this sense, this work arises to know how the activity of the simulated jury enables scientific literacy in organic chemistry in the undergraduate course in chemistry - UFPE / CAA. Thus, an interview was carried out with the teacher of the subject and the observation of the simulated jury to understand how the scientific literacy indicators are articulated with this activity. It was noticed that the simulated jury is an activity that is constructed articulated with the scientific literacy indicators proposed in the literature and has great potential to be used by teachers of all levels and stages of education for the scientific literacy of students.