LETRAMENTO CIENTÍFICO E O DESAFIO DA GARRAFA: UMA SEQUÊNCIA DIDÁTICA SOB A ÓTICA DE VYGOTSKY

Scientific literacy and the bottle challenge: a didatic sequence under Vygotsky’s perspective

Abstract

Scientific literacy is essential to exercise citizenship in a society dependent on scientific advances for its prosperity and sustenance. Even if indispensable, few students have this feature fully developed. Therefore, the objective of this study was to investigate scientific literacy through the perspective of Vygotsky's learning among high school students after the application of a didactic sequence that employed gamification and interdisciplinarity combining biology, physics, and robotics to explore the social media’s “bottle cap challenge”. After six  synchronous and asynchronous activities, the students' responses to the question "State what you have learned from participating in these activities" were evaluated using Bardin's analysis. It was observed that 70% were able to achieve some level of scientific literacy competency. Reflecting on Vygotsky's ideas, themes addressed during the proposal transitioned from the zone of potential development to the zone of real development. However, considering design-based research approach, one of the theoretical frameworks of this work, it is expected that the sequence will be refined and reapplied, aiming for better results.