Storytelling como estratégia de ensino – aprendizagem da química pelo enfoque Ciência, Tecnologia e Sociedade

Abstract

The difficulty in learning Chemistry is very common among students due to the complexity of the subject and the traditionally used teaching techniques. In order to mitigate these problems, we propose a teaching strategy called storytelling to make the class more interesting and accessible. Considering that the increasing consumption of technology tends to make the world more and more dependent on science and technology, this dependence has been questioned, and the results of all this scientific development cannot be absorbed without questioning the consequences for society, especially the environmental impacts caused by the lack of critical thinking among the population. The methodology was based on a qualitative approach and participatory research, using questionnaires, observations, debates, and textual production as data collection instruments, analyzed descriptively, interpretatively, and through content analysis. The chosen theme was selected based on its social importance, and the chemical content was related to the curriculum of the corresponding term/grade level of the students. The main results showed that initially, even though the theme was popular in the media, students had shallow knowledge, which evolved argumentatively as the activities progressed. Storytelling proved to be a teaching strategy with the potential for attitudinal approaches; however, it requires more time and a relational focus on the theme for the concepts to be better addressed.