Possíveis contribuições de estratégias voltadas às questões sociocientíficas para o ensino de termodinâmica: elaboração de uma sequência didática com a promoção da alfabetização científica e tecnológica

Abstract

This study is based on the hypotheses of the validity of a teaching proposal with an STSE (Science, Technology, Society and Environment) approach based on the use of sócio-scientific issues (SSI) as an educational strategy toward scientific and technological literacy. This qualitative research was developed in a 2nd year high school class, at a state public school, in the city of Curitiba, Paraná, totaling twelve class hours distributed in twelve meetings, during the months of September to November. The research question consists of: What are the potentialities and adversities arising from a teaching strategy with an STSE focus for teaching thermodynamics, based on SSI, with a view toward scientific and technological literacy? To this end, the objective was to analyze the potentialities and adversities arising from the proposition of a didactic sequence with the application of SSI for the teaching of thermodynamics, with an emphasis on thermal energy toward scientific and technological literacy. Data collection occurred through semi-structured interviews and audio and video recordings of meetings. During some meetings, the participants created conceptual maps based on their perceptions on sócio-scientific issues discussed during the meetings, from which a pedagogical puzzle game was developed. Through content analysis, proposed by Laurence Bardin, we conducted the examination of the data. Students’ interest in the proposed participation was associated with the possibilities of increasing their argumentation, as they were led to understand Physics concepts through the focus on SSI in an approach to thermal energy amidst the discussion about the importance of energy for society, of thermoelectric plants in Brazil and around the world, of environmental impacts of thermoelectric plants’ implementation, in addition to addressing the crisis in Ukraine and the importance of searching for energy alternatives to coal and oil. The educational product proposed for the completion of this work is the elaboration of a didactic sequence, based on what was developed during the meetings, which consists of a strategy for promoting students’ scientific and technological literacy. The data indicate that the use of this didactic sequence has several contributions to the development of fundamental skills such as analysis and synthesis capacity, comparison, perception of spatial relationships, in addition to teaching students to subordinate their actions to discover a certain activity or work. Thus, there is greater dynamism in the assimilation of knowledge, in line with what is proposed for scientific and technological literacy, leading individuals to become more aware, as well as to a better understand the world that surrounds them based on scientific concepts.