Science and technology workshops as a pedagogical strategy for teaching science in elementary schools

Abstract

This study aims to analyze the efficiency of science workshops and thus investigate associated teaching methods used with elementary school students. We evaluated the performance of the 20 participants of a science workshop during the development of 24 science projects in the second half of 2019. Their score was submitted to statistical analysis, which pointed to significant differences throughout the period. We observed that students' performance peaked between the first and the last month of the project. Workshops generate knowledge that, in a spectral and capillary way, is shared with the visitors through the speeches of each participant. Therefore, biased representations and concepts give place to new possibilities of education through research, in a way to fight denialism, which has become entrenched in our society.