Uma estratégia de ensino e aprendizagem com o enfoque CTSA numa perspectiva contextualizada através do conteúdo de eletroquímica

Abstract

The Didactic Sequence (DS) is a classroom organization technique widely used in the Natural Sciences teaching, providing sense to the teacher’s pedagogical practices themes. Through its utilization it is possible to establish, for example, an investigative teaching, with the problematization, organization of the subjects and application of knowledge. In the construction of these activities it is necessary the attention to the taught content, the student’s cognitive characteristics, didactic dimension related to the teaching institution, learning reasons, significance of the knowledge to be taught and planning the activity execution. In this sense, this research aimed to apply and evaluate a DS teaching focused on Science-Technology-Society-Environment (STSE) with a problematizing perspective and contextualized through the electrochemical subject. The results showed that when planning teaching activities in a STSE perspective, it is observed that the students presented a facility for understanding the content.