Mudanças climáticas e perspectiva CTSA: o potencial de uma unidade didática multiestratégica na perspectiva do ensino por investigação

Abstract

This research proposes a reflection on the contemporary educational paradigm, recognizing that learning does not occur in a linear manner and that the use of different teaching strategies in the school context assigns new meanings to teaching and learning experiences, fostering student participation and knowledge construction. The objective was to investigate the contributions of an active methodology, developed through didactic sequences on climate change, to the promotion of Scientific Literacy and the strengthening of a critical, contextualized scientific education aligned with the STSE perspective. This is a qualitative study conducted with a 2nd-year high school class at a state school in Londrina, Paraná. The theoretical framework is grounded in Scientific Literacy, the STSE approach, and socioscientific issues as guiding axes for promoting critical and participatory education, advocating a science teaching approach that goes beyond mere content transmission and highlights the interrelationships among science, technology, society, and the environment through active methodologies. In this context, the Multi-Strategic Didactic Unit was adopted as a formative model for organizing four didactic sequences, grounded in the Inquiry-Based Learning approach, using an Investigative Case as the central strategy to integrate scientific, technological, social, and environmental knowledge, articulating dialogic lectures, experimental activities, the production of response letters, and questionnaires. Data collection included initial and final response letters related to the Investigative Case, as well as interviews. Content analysis was used as the data analysis methodology, allowing the identification of students’ prior conceptions, epistemological obstacles, and conceptual advances. The results indicated that students progressed from simplified analyses to more complex and integrative interpretations, connecting scientific concepts to socio-environmental contexts. It is concluded that the articulation among Scientific Literacy, the STSE perspective, and socioscientific issues, such as climate change, mediated by the Multi-Strategic Didactic Unit, enhances the development of critical and scientific thinking, overcoming traditional teaching practices and reaffirming the relevance of active methodologies in Science Education.