Detalhes do Documento

Early childhood is a crucial stage for fostering scientific thinking. However, approaches typically implemented in early childhood classrooms tend to prioritise play over didactic purposes, and there are rela tively few initiatives specifically aimed at scientific learning. The objectives of this study were to design and implement a project based on inquiry-based experimental workshops to address mixtures with early childhood students, as well as to analyse its cognitive and affective impact. The intervention was carried out with 35 four year-old students from two educational institutions. Data were collected through semi-structured interviews conducted before and during the intervention. Drawings produced at the end of the workshop made it possible to assess the level of knowledge demonstrated by the participants at the conclusion of the process. Students’ emotions were also evaluated through a satisfaction questionnaire. Data analysis revealed that, initially, stu dents did not make accurate predictions aligned with scientific reality. However, by the end of the workshop, children had developed a preliminary conceptual model of mixtures, solubility, and flotation. Regarding the emotional dimension, the results show an increase in students’ interest in scientific learning and participation in experimental workshops. Keywords: Scientific literacy; Early Childhood Education; STEM Education; Emotions; Critical thinking