University–School Integration as a Strategy for Scientific Literacy: Experimental Assessment of Protein Content in School Milk Using a Low-Cost Method

Abstract

This study reports an interdisciplinary educational intervention designed to promote scientific literacy through the integration of public school students into a university laboratory environment. Eighth-grade students from a municipal public school in Fortaleza, Brazil, participated in an immersive scientific experience at the Experimental Biology Center of the University of Fortaleza, where they conducted an experimental activity to assess the protein content of milk provided in the school feeding program. The methodology was based on acid-induced protein precipitation using acetic acid (commercial vinegar), enabling visualization and comparative evaluation of protein presence through casein coagulation. The approach combined biochemical principles with an accessible and low-cost experimental design suitable for educational contexts. The activity allowed students to engage directly with the scientific method, including hypothesis formulation, experimentation, and interpretation of results, while also critically reflecting on the nutritional quality of their daily food intake. The findings demonstrated that the proposed strategy effectively fostered student engagement, contextual understanding of scientific concepts, and awareness of the relationship between nutrition and health. This study highlights the relevance of integrating basic education with academic scientific environments as a means of strengthening scientific literacy, promoting social awareness, and expanding access to meaningful science education experiences.