Science Teaching for Children from the Perspective of Sustainability, Playfullness, and Inquiry

Introduction: Environmental education is fundamental in science teaching for children because it raises awareness about environmental issues and fosters the development of sustainable habits from early childhood. By integrating these two fields, children learn in a practical and contextualized way how to preserve the environment. They understand how human actions affect natural resources such as water and energy. The goal of this research was to propose a playful and investigative activity within the context of sustainability, making learning more accessible and engaging. As a result, we created a model using easy-to-handle materials to illustrate in a fun way the relationship between energy use and water conservation. The model represented a street, emphasizing the conscious use of resources and how everyday actions impact the environment. Playfulness in environmental education stimulates children's engagement and helps teach complex concepts such as energy consumption and the water cycle in a fun and educational way. Thus, the playful strategy not only makes learning more enjoyable but also highlights the importance of preserving natural resources, educating responsible and environmentally aware citizens. Objective: to propose a playful and investigative activity on sustainability for science teaching to children, seeking to promote environmental awareness from an early age. Theoretical Framework: was based on the integration of science education and environmental education, highlighting active methodologies and the use of playfulness as a pedagogical strategy. Method: involved implementing an investigative didactic sequence with experiments and models associated with energy and conscious consumption. Results and Discussion: showed understanding of scientific concepts, and reflection on sustainable everyday practices. Research Implications: the research reinforces the importance of interdisciplinary and hands-on activities in science teaching, with positive implications for forming environmentally responsible and conscious citizens. Originality/Value: lies in the integration of playfulness, scientific inquiry, and sustainability in science teaching for children, using accessible materials and practical experiences to address complex topics such as energy consumption and environmental preservation. The value of the study is found in its pedagogical applicability, as it offers an innovative didactic proposal that can be replicated in various educational contexts, promoting children's agency and contributing to the development of critical, environmentally conscious citizens.