Hands-on science education in elementary schools: challenges and gaps in Brazil

Introduction: The purpose of this article was to map research on hands-on activities in science education in the elementary school in Brazil. Methodology: To this end, a Systematic Literature Review (SLR) was conducted from high-quality databases, including Web of Science, Scopus, Dialnet, and CAPES Periodicals Portal, from 2013 to 2023. Results: The results revealed that the 2nd and 5th grades of elementary school were the most investigated, possibly because these school grades are subject to large-scale diagnostic assessments in Brazil. We highlight the lack of studies involving students with disabilities. Furthermore, we observed a concentration of research in the South and Southeast regions of Brazil, with less representation in the North, Northeast and Central-West regions. Discussions: We believe that part of the difficulty in implementing hands-on activities in elementary schools is related to the lack of physical structure and adequate teacher training. Conclusions: Finally, although the focus of this study is on the Brazilian educational context, the challenges and gaps identified resonate with global educational issues, particularly in developing countries.