New Perspectives in Science Education

In the first years of school, Science Education represents the beginning of the scientific methodology, stimulating the curiosity throughout the observation of the world and contributing for a future reflexive, participant and interactive individual and social attitude. However, in the first years of schooling, educators and teachers usually opt for an approach more expositive and, sometimes, decontextualized (Santos, Gaspar, & Santos, 2014).
To promote active learning in a group of Primary School students we propose a simple approach to an everyday problem - apple browning and the use of the antioxidant products, with the use of hands-on activities and based on a Problem-Based Learning (Leite & Dourado, 2013), which is not a common practice in Pre-school and Primary Education schools in Portugal. Based on a possible situation of the students' quotidian, a fundamental question is raised, which acts as the organizing center of the activity. This activity is structured and oriented in different phases, promoting the autonomy, reasoning, the ability to organize tasks, cooperative work and scientific literacy.
Therefore, starting from a specific problem, the students will be oriented to explore and acquire the necessary knowledge to identify the study variables; the activity is designed and planned with the participation of students and a prediction grid is suggested; the experiment is performed and discussed based on the student´s records. After the conclusion of the experimental activity, the students may be encouraged to study other variables. We should emphasize that it is necessary to adapt the language to the level of teaching, always keeping in mind the technical and scientific rigor.
We present a proposal for science teaching that is student-centered, contributes to a better retention of knowledge and stimulates motivation for science and for life.

Keywords: Science Education, Problem-based Learning, Experimental Activities, Scientific Literacy;

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