ALFABETIZAÇÃO CIENTÍFICA E SIGNIFICAÇÃO CONCEITUAL EM UM PROCESSO DE FORMAÇÃO CONTINUADA COM PROFESSORES DO 4º ANO DO ENSINO FUNDAMENTAL

Denis da Silva Garcia; Lenir Basso Zanon

doi:10.37781/vidya.v46i1.5603

SCIENTIFIC LITERACY AND CONCEPTUAL MEANING IN A CONTINUING EDUCATION PROCESS WITH 4TH-GRADE ELEMENTARY SCHOOL TEACHERS

Authors

Denis da Silva Garcia Instituto Federal de Educação, Ciência e Tecnologia Farroupilha - Campus Frederico Westphalen (IFFar/FW) / Universidade Regional do Noroeste do Estado do Rio Grande do Sul (Unijuí) https://orcid.org/0009-0005-4071-3739
Lenir Basso Zanon Universidade Regional do Noroeste do Estado do Rio Grande do Sul - UNIJUÍ https://orcid.org/0000-0002-3808-4209

DOI:

https://doi.org/10.37781/vidya.v46i1.5603

Keywords:

Teacher education; School knowledge; Scientific language; Chemistry teaching

Abstract

This study analyzes a continuing education (CE) process involving 4th-grade Science teachers, regarding the use of scientific language oriented toward the conceptual meaning of ideas, in relation to the perspective of Scientific Literacy (SL). The research seeks to advance the understanding of ways to produce knowledge about improvements in teaching that foster human and social development grounded in scientific knowledge. The formative process addressed the experiential situation “Milk,” encompassing experimental activities. A qualitative methodology was employed to construct and analyze data, inspired by the principles of Discursive Textual Analysis, highlighting the importance of using words that constitute the Chemical Thinking from the early stages of schooling. The results reinforce the potential of CE processes with teachers to promote the use of scientific language as a mediator in articulating scientific and everyday concepts in the construction of socially meaningful school knowledge, especially concerning the initiation to the Chemical Thinking.

Author Biographies

Denis da Silva Garcia, Instituto Federal de Educação, Ciência e Tecnologia Farroupilha - Campus Frederico Westphalen (IFFar/FW) / Universidade Regional do Noroeste do Estado do Rio Grande do Sul (Unijuí)

Doctoral candidate in Science Education at the Regional University of Northwest Rio Grande do Sul (Unijuí), Ijuí, Rio Grande do Sul (RS), Brazil. Master's degree in Science Education from Unijuí. Chemistry teacher at the Federal Institute of Education, Science and Technology Farroupilha/IFFar – Frederico Westphalen Campus, Frederico Westphalen, RS, Brazil.

Lenir Basso Zanon, Universidade Regional do Noroeste do Estado do Rio Grande do Sul - UNIJUÍ

Doctor of Education from the Methodist University of Piracicaba (Unimep), Piracicaba, SP, Brazil. Professor affiliated with the Postgraduate Program in Science Education at the Regional University of the Northwest of the State of Rio Grande do Sul (Unijuí), Ijuí, RS, Brazil.

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Published

2026-04-02

How to Cite

Garcia, D. da S., & Zanon, L. B. (2026). SCIENTIFIC LITERACY AND CONCEPTUAL MEANING IN A CONTINUING EDUCATION PROCESS WITH 4TH-GRADE ELEMENTARY SCHOOL TEACHERS. VIDYA, 46(1), 87–106. https://doi.org/10.37781/vidya.v46i1.5603

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Issue

Vol. 46 No. 1 (2026)

Section

Artigos

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