Letramento científico a partir da interpretação de recursos imagéticos e produção de explicações científicas por estudantes da educação básica.

Abstract

In this article, we analyze scientific explanations made by high school students and evidence of scientific literacy. In an evaluative activity that ended the application of the “water in focus project: quality of life and citizenship”, with an approach in Science, Technology and Society, students carried out activities of reading and interpretation of imagery resources, followed by the production of written texts. From these texts, in which students should present scientific explanations about aspects of water pollution, we performed a content analysis using analytical tools. Among the main results: most students produced scientific explanations with language close to everyday language; such explanations presented relatively low semantic density; and students showed evidence of relatively low levels of scientific literacy. Based on these, we discuss such aspects in terms of Science Education.