Proposta de ensino de química numa abordagem CTS visando a discussão de um problema local

Abstract

This dissertation analyzes the difficulties encountered in the process of teaching and learning chemistry in a more current context. Using tools such as investigating a local problem, focusing on the contents covered in the classroom. The work was developed through action research, which sought to investigate the contribution of a problematizing issue in the teaching of chemistry based on the CTS proposal. The methodological approach used was the qualitative interpretative nature, carried out with 20 students of the third year of high school at night at a college in the state Education network of the city of Ponta Grossa-PR. The procedures involved socioscientific questions related initially to the use of hydrocarbons, food and subsequently directed to local problems related to the consumption and disposal of cooking oil, based on the CTS approach. Several didactic alternatives were proposed and studied to help improve the learning of chemical knowledge. The students took dialogued classes based on the discussions of articles from the Magazine Chemistry New at school, textbook, internet research, experimental activities on the proposed contents, field activities where they identified and delimited the Research problem and finalized the proposed activities through the presentation of thematic workshops on the use and disposal of cooking oil. Data collection was carried out through questionnaires, participant observation, notes in the field diary, activities developed by students, photos and filming. Data analysis allowed us to observe that the interaction of the students with the subjects addressed advanced within a reflective process to understand the contents approached through Problematization, recognizing chemistry as a discipline of Social and human formation. The main results indicated contributions to the understanding of scientific knowledge and the relations of CTS regarding the theme, in addition to the positive aspects to motivate students to reflect and form opinions on scientific and technological issues. It was possible to perceive the development of previously unpresented skills, such as group interaction, discussion and problem solving that provided students with personal and intellectual growth.