Development of chemical literacy in elementary school students Contributions of an educational citizen science project
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Citizen science projects have revealed the potential to promote students' scientific literacy in its affective and cognitive dimensions. However, in chemistry, these projects are still scarce. Thus, starting from the context of the quality of coastal water and its pollution by (micro)plastics, the citizen science project PVC - Perceiving the Value of Chemistry behind water and microplastics was developed, in which chemistry plays a central role. In order to know the contributions of this project, were investigated the attitudes towards Chemistry subjects of 574 Portuguese students (442 from the experimental group and 132 from the control group) of the 3rd Cycle of Basic Education and their chemistry learning at the conceptual and procedural level. To this end, an attitude questionnaire, as a pre- and post-test, and a knowledge test were applied. Moreover, field notes were also collected. In the pre-test, positive attitudes were observed in both experimental and control groups. In the post-test, the experimental group showed significantly more positive attitudinal changes than the control group in all the dimensions presented in the questionnaire. The analysis of the results of the knowledge tests also suggests that the PVC project promoted the conceptual learning of chemistry related to the analysis of the physicochemical parameters of water and polymers. At a procedural level, it has become evident the learning of laboratory techniques and the development of skills such as autonomy, collaboration, and critical thinking, as well as the ability to communicate ideas and results promoted by the engagement in PVC project.
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References
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