Perspectivas da abordagem ciência, tecnologia e sociedade e suas relações com as capacidades de pensamento crítico

Abstract

This research was intended to investigate possible approaches between the goals defended by the Science-Technology-Society approach in the Brazilian context and Taxonomy of critical thinking. The approaches were taken as an assumption, since the two theoretical perspectives expose students to formative element should be a critical view in the face of everyday issues. As part of this initial investigation, was built an instrument with the intent to establish a body of approaches among the objectives in two theoretical fields. In addition, this research aimed to investigate what capabilities can be manifested in individuals in educational situations based on a CTS of Brazilian Reference Approach. To this end, the data were collected through audiovisual instruments and records written during teaching Learning sequence applications (SEA) who treated chemistry concepts, namely: Thermochemistry and electrochemistry. The material collected has suffered the kind of Content analysis based in Bardin. Treating the early stage of the research and the approaches of the two theoretical fields, the results showed that these theories approach significantly in their goals, within a minimum margin of 87% among some in the theoretical field capabilities, such as: analyze arguments, or even decide on an action. With regard to the results of the application of SEA in the classroom, students indicated evidence of critical thinking skills, such as: analyze arguments and interact with others, implying that the material Science-Technology-Society has the potential to appeal to thecapabilities, confirming the theoretical implications.