Abordagem Ciência, Tecnologia e Sociedade (CTS) na Aprendizagem de Conceitos Químicos por meio de Oficinas Temáticas

Abstract

The accelerated development that has caused a high consumption of technological products transforms the world increasingly dependent to science and technology, but this dependence has been questioned and the products of all this scientific development can no longer be consumed without a questioning of the consequences for the society and especially the environmental impacts caused by the lack of critical sense of the population. Thus, the teaching of chemistry in a contextualized way has proved an alternative to scientifically educate and develop a critical sense in students, concerned with the social, political and environmental implications of the consumption of technologies. The aim of this research was to evaluate the extent to which the learning of chemical concepts can be evidenced through thematic workshops with a STS approach. The work was based on the qualitative research, using the action research, the workshop was elaborated based on three pedagogical moments, using the contextualization, organization and application of knowledge as support to reach the objectives outlined. The theme chosen was the pollution of water resources, associated with the chemical concept of intermolecular connections, the theme according to its social importance and the chemical content related to the menu of the bimester / series corresponding to the reality of the students. Data analysis followed the set of Content Analysis techniques, with the study and interpretation of the messages obtained in the research. From the results of this research it was possible to contextualize the chemical content through differentiated methodologies allowing students to interpret and discuss the subject. Students were able to express chemical knowledge at levels of representation ranging from factual aspects to scientific models. They used several concepts to explain intermolecular bonds and the interactions of substances with water. In the organization of the knowledge presented important relations between the chemical concepts worked and the STS relations present in the thematic. Experimental activities made possible the motivational development, since the students showed great interest during the realization of the experiments, they opportunized the association of theory with practice. The development of attitudes was worked on throughout the workshop and a gradual change in participants' discourses, in dialogues, questionings and debates, where they were presenting speeches with more consistent arguments and aware of their duties as citizens, need to be said that this process is long and depends on other factors to affirm that there was attitudinal learning, however, a process of change towards the attitude that the STS approach has been proposed has begun.