Modeling in science and scientific literacy in the early years: a review study

Adriane Kis Schultz, Danusa de Lara Bonotto


This work aims to recognize the research done about the theme Modeling in Science - SC and Scientific Literacy - SC in the early years, as well as to understand how practices of Modeling in Science contribute to the development of SC in the early years of Basic Education. To contribute to our study, we conducted a qualitative bibliographic research and searched the Brazilian Digital Library of Theses and Dissertations made available by the Brazilian Institute of Information in Science and Technology (IBICT) for research in the form of theses and dissertations. We selected 13 studies for analysis in the period from 2010 to 2020. The researches are analyzed through the procedures of Content Analysis, which allowed to highlight the word "model" linked to the notion of representation and "modeling" as a means to qualify the processes of teaching and learning. In relation to CA, this is understood as a process by which we use scientific information to read, understand, and transform the environment in which we are inserted. In addition, the modeling process allows for the development of skills that carry with them indicators of CA, namely: problem formulation; information search; interpretation of graphs, tables, and illustrations; communication of results; and construction of arguments to solve the problem. However, for the interweaving of MC and CA to be present in the classroom, it is necessary to promote the experience of both processes in teacher education.


Pedagogical Practices; Science and Mathematics Teaching; Teacher education

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PDFA (English)

DOI: 10.3895/actio.v6n1.13195


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Direitos autorais 2021 ACTIO: Docência em Ciências

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