TEACHING SCIENCE IN THE EARLY YEARS: CHALLENGES AND POTENTIAL

Abstract

Science teaching in the early grades faces several challenges, mainly related to teacher training and lack of resources. Teachers, who often have degrees in Pedagogy with a low number of hours dedicated to Science, report difficulties in addressing scientific content in a contextualized and interdisciplinary manner. In addition, the lack of infrastructure and materials limits the use of practical and investigative methodologies. Continuing education, when aligned with approaches such as Science, Technology and Society (STS) and innovative methodologies, has proven to be an effective solution for improving teaching practices. Strategies such as the use of alternative materials, educational technologies and interdisciplinary approaches promote meaningful learning that is connected to students' daily lives. Pedagogical proposals that integrate experimentation and problematization of real issues can contribute to the development of students' critical and scientific thinking. This article analyzes these challenges and presents pedagogical suggestions based on recent research, with the aim of strengthening Science teaching and the formation of critical citizens from the early grades.