IMAGES AND SYSTEMATIZATION OF SCIENTIFIC CONCEPTS IN SCIENCE EDUCATION

Abstract

The present study aimed to investigate the processes of appropriation of scientific knowledge, considering the importance of the written systematization of the concepts studied. The activity was planned by science teachers and was based on Activity Theory as the theoretical-methodological foundation. In terms of methodological procedures, field diary records were used, and data analysis was conducted based on the written productions of high school students from the 1 to the 3 year at a state school in the city of Castelo, Espírito Santo, on the theme of Energy and Sustainability. It was concluded that students have notions of concepts and that images play an important role in the problematization of these concepts.The strategy adopted encouraged writing and revealed students' previous knowledge about "energy and sustainability", although many scientific terms were mentioned without in-depth understanding, characterizing nominal scientific literacy. The interpretation of images and discussions has made teaching more dynamic, but it is still necessary to invest in methodologies that deepen the understanding of scientific concepts.