A química nos alimentos: contribuições das atividades experimentais para a construção do pensamento científico

Abstract

This dissertation aims to investigate the contributions of experimental activities, focusing on the theme of Chemistry in food and everyday products, to the development of scientific thinking in third-grade elementary school children. The study was structured based on the adaptation of the Kids Lab material, created by researcher Uwe in Germany, to the Brazilian context, aiming at the implementation of investigative experimental practices. The research adopted a qualitative approach. Initially, a semi-structured interview was conducted with the students to identify their prior conceptions about science, scientists, and phenomena related to products from their daily lives. Subsequently, the children participated in experimental activities in a laboratory setting, where they were organized in pairs and guided by facilitators. The experiments were developed using accessible materials closely related to children's everyday experiences. Afterward, additional semi-structured interviews were conducted to determine whether knowledge was re-signified during and after the experimental activities. Data analysis was carried out through Content Analysis, revealing that children construct their explanations mainly through analogies, sensory experiences, and everyday language. These findings indicate early signs of scientific literacy and highlight the need for closer teacher–student interaction from the early years of schooling. We also observed that investigative experimentation fosters the development of curiosity, hypothesis formulation, student interaction, and the collective construction of meaning, as children naturally exhibit curiosity about the world around them. Furthermore, we emphasize the role of pedagogical mediation and scientific language in expanding forms of expression and enhancing the understanding of phenomena. The results also indicate that the inclusion of experimental activities, especially when connected to everyday contexts, constitutes an effective strategy for promoting scientific thinking from early childhood. Therefore, it is expected that this dissertation will contribute to further research and to the expansion of knowledge regarding the relationship between child development and scientific thinking.