Análise de material didático para a abordagem de questões sociocientíficas (QSC) na perspectiva de professores de Química da educação básica

Abstract

The approach to Socioscientific Issues (CSQ) in science teaching enables students to discuss social, environmental and economic issues, of a controversial nature and related to science, in the school context. This approach enables the contextualization of school content from the perspective of citizen science. Therefore, the objective of this research was to analyze the contributions and limitations of a didactic material developed for the implementation of the approach of Socioscientific Issues in the teaching of Chemistry from the perspective of Chemistry teachers in Basic Education. Five methodological stages were developed: literature review (stage 1); preparation of didactic material for the implementation of the approach to Socioscientific Issues in the teaching of Chemistry (stage 2); preparation and application of the questionnaire for the evaluation of the didactic material prepared (stage 3); teacher evaluation (stage 4); organization, systematization and analysis of data (step 5). A qualitative approach to the data was adopted (Minayo, 2004). Four basic education chemistry teachers participated in the research. The teachers identified contributions and limitations of the didactic material entitled: "A proposal for the approach of the socio-scientific question The dilemma of automobiles: fuel versus battery from the mock jury as a didactic strategy", such as: allowing a connection between the QSC and Science; having the Socio-Scientific Question as the central focus of the proposal and the QSC being approached as a real-world context and allowing discussion on social dimensions of science (contributions); not ensuring the participation of all students in higher-order practices (argumentation, reasoning and decision-making); the level of previous knowledge of the students about the QSC and stage 5 as the only moment for the discussion of scientific content in the Practices of confrontation of scientific content with the Socioscientific Question (limitations).