Several contemporary researchers in the field of science education have advocated
for the use of constructivist educational approaches. This involves a teaching and
learning process centered on problem-solving strategies that stimulate interactive
dialogue, clarification, and argumentation about different ideas, as well as fostering
students' autonomous learning. The so-called youth scientific initiation is part of these
constructivist teaching strategies and is typically intuitively employed by teachers who
engage their students in research projects intended for school science fairs and
exhibitions. Engaging in youth scientific initiation activities (YSIA) has been highlighted
as crucial for enhancing students' scientific literacy. To contribute to research on the
potential benefits and ways of implementing YSIA activities in basic education schools,
this study aimed to evaluate the impact of using recommendations proposed in a
didactic guide with suggestions for teachers regarding the development and
implementation of such projects. The results of content analysis from questionnaires
and research schemes presented by groups of students from two classes in the first
year of high school at a public school in Redenção, Pará, Brazil revealed some
evidence that supports the hypothesis that using certain inspiring examples of YSIA
research — appropriately presented by teachers in the classroom — can help high
school students create YSIA project schemes that are sufficiently clear and
scientifically appropriate. Consequently, these schemes can be refined into viable
YSIA research proposals, considering the available time, space, infrastructure, and
cognitive level of the students. Based on the analyzed data, this research has produced
an educational product titled "Iniciação Científica Infantojuvenil: exemplos inspiradores
e sugestões práticas", aimed at educators and students in basic education.
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