SCIENCE EDUCATION: INTEGRAL CITIZEN FORMATION FROM THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

Science education in the early years of elementary school plays a fundamental role in the holistic development of students, contributing to the development of critical thinking, scientific curiosity, and an understanding of the natural and social world. From the earliest stages of schooling, contact with scientific concepts allows children to construct knowledge based on observation, investigation, and experimentation, fostering meaningful learning. This article aims to analyze the importance of science education in the early years, highlighting its contribution to the cognitive, social, and scientific development of students, as well as to the formation of critical and conscious citizens. This research is characterized as qualitative and bibliographical in nature, based on authors who discuss science teaching and scientific education in childhood. The results show that contextualized, investigative, and interdisciplinary pedagogical practices enhance students' interest, stimulate intellectual autonomy, and promote scientific literacy from an early age. It concludes that science teaching, when implemented in a planned and meaningful way, is essential for the holistic development of students and for building a more critical and participatory society.