Exploring scientific literacy in elementary education: the role of information and students’ everyday concepts

Abstract

This article highlights the importance of scientific literacy in the early years of elementary school. It emphasizes the need to develop critical thinking skills and promote research capacity, which are essential for formation of informed and engaged citizens. The research is a qualitative bibliographic approach, analyzing several studies and publications on scientific literacy, information, and pedagogical practices. It aims to study the role of information and concepts from students' daily lives in scientific literacy process, paving the way for elucidating gaps in the understanding of this dynamic. The relevance of scientific literacy is emphasized both for scientific advancement and for the exercise of citizenship, although its implementation faces significant challenges, such as lack of teaching materials and the need for continued training of educators. The objective is to discuss how knowledge in science acquired in childhood can impact scientific literacy in education later stages. This study contributes to the education field by filling gaps in knowledge about the impact of the informal context on scientific literacy. It also offers guidelines for future research, updating pedagogical effectiveness and promoting equitable inclusion in the educational environment.