Elaboração de uma sequência didática com enfoque CTS para o ensino do tema água na disciplina Química

Abstract

In the educational system, it is common for Science teaching to be carried out in a decontextualized manner, which makes it more difficult to understand scientific knowledge. According to the National Curricular Parameters (NCP) and the Common National Curriculum Base (CNCB) for High School, Science teaching must help students' complete training, not only scientifically, but also in the construction of ethical and moral values. In this sense, the STS (Science-Technology-Society) approach emerges as an alternative for teaching Science, using themes of social aspects, contextualizing classroom subjects and directing students to solve problems. The STS approach seeks, through Science teaching, to develop a reflective citizen who is capable of using the content acquired to make their decisions. This work aims to analyze the use of the traditional methodology in comparison with the STS focus in teaching mixture separations to ninth-year students in private schools in the city of Rio de Janeiro. The theme of mixture separation processes in water treatment was chosen as the main theme of the work, focusing on its numerous functionalities for society. The proposed activity used as its main resource the understanding of the water treatment system used in the region. In this way, a didactic sequence of classes was developed that culminated in the assembly of a replica of a water treatment plant (WTP). The qualitative approach was used in the research, making it possible to verify the results of different approaches after analyzing the comparative scores and answers to test questions. The project received great support and acceptance from students and demonstrated that the use of the STS approach facilitated student understanding.