Capacidades de pensamento crítico a partir de uma abordagem contextual para o ensino de eletroquímica

Abstract

The research concerns of this study were centralized on the teaching-learning process for a quality scientific education. For this bias, it is considered that science teaching practices cannot dissociate scientific knowledge from the historical context in which it is produced. The intention of this study was to investigate Critical Thinking capacities that can be mobilized through the Contextual Approach of historical episodes for teaching Electrochemistry. Therefore, while the bias assumed in this research, the Contextual Approach (CA) is a trend that considers the process of developing scientific knowledge through the historical perspective to discuss the scientific content presented in the classroom. This study considered the production and validation of a Teaching-Learning Sequence (TLS) oriented to the development of Critical Thinking (CT) in science teaching. Critical Thinking is related to the development of cognitive capacities focused on deciding what to believe and what to do to solve a certain problem. As it demands an investigation in the process of production and validation of the didactic intervention seeking to unveil its meanings, this research is characterized by being of a qualitative nature, was a structure and developed through Design Research, as it allowed the projection in cyclical steps to answer the question of research “How can the Contextual Approach, for the teaching of Electrochemistry, mobilize Critical Thinking capacities in Basic Education students?”. This research presents an instrument of explicit correlations between references of the History of Science (HS) and Critical Thinking considering the knowledge bias for decision making, from which the didactic material was designed and validated in the dimensions of HS and PC with specialists in science education and with the Basic Education Teacher. Content Analysis was the technique used to interpret validation data to obtain information about the quality of projections. The results obtained in the validation with the specialists of Science teaching evidenced the potential of the didactic material for the mobilization of capacities such as Focusing on a question, Asking and answering questions of clarification and challenge, Analyzing arguments, Making and evaluating value judgments and Interacting with the others. In the validation of the didactic material with the Basic Education Teacher, the results converged to consider the effectiveness of the projections reflecting a possible application in the selected school reality. Therefore, with this research it was possible to develop and validate prototypes of an educational intervention as a counterpoint to the design of teaching practices that consider the scientific contents addressed in the classroom as dissociated from the historical context in which they are developed.