Água preservar para não faltar: contribuições de uma unidade didática para o ensino de química na perspectiva CTS

Abstract

The current science education in Brazilian public schools is outdated and no longer meets the needs presented by this new generation of students, while society continued to evolve over the past few years, politically, socially, scientifically and specially technologically. In this context, there is the need for a more contextualized and dynamic chemistry teaching, aimed at solving social problems that can give meaning to the chemical concepts and sharpen the criticality of the students, so contributing to the formation of reflective citizens who know how to make intelligent decisions, and aspire for changes aimed at improving the quality of life for all. Given these considerations, this research aims to investigate the implications of a teaching unit developed by the researcher of this work, whose focus list the methodological aspects of the STS approach in chemistry teaching, related to the theme water, association of chemical knowledge and environmental problems to a high school student class in a public school in the city of Cambé -PR. This work is characterized as a qualitative research and respects the following steps: preparation of the didactic unit and the initial and final questionnaires, application of the initial questionnaire, use of the didactic unit and application of the final questionnaire. Finally, this research is expected to contribute to future practices in Chemistry Teaching as an aid to promote scientific literacy as such as the results found in this study. The Didatic unit based on the STS approach proved to be effective as students involved in research were able associate the chemical knowledge and socio-environmental problems with in water and its treatments forms. thus the use of this unit Didactics with CTS focus as an educational tool.