Discutindo ciência e pseudociência com estudantes do ensino fundamental -anos finais

Abstract

In this research we aim to promote, through pedagogical interventions, the development of scientific thinking in elementary school students - final years, by means of pseudoscientific copies of news published on social networks. The research is of a qualitative and quantitative nature and the data were collected through pedagogical interventions, organized from pseudoscientific copies of news broadcast on social networks, which were carried out with Elementary School students - Final Years, from a public school in the countryside of the state of São Paulo. To organize and analyze the data, we use Discursive Textual Analysis, Cluster Analysis and Graph Analysis generated from the Mathematica software. Our results indicate that the students' beliefs are anchored in their family formation and that scientific education is essential for the full development of the citizen, so that he is able to reflect and make decisions related to different sectors, which influence his life, society and the environment. Our results also point to distorted views of science and scientific work. Keywords: Science, pseudoscience, scientific thinking, science education, social networks.