Uma proposta didática CTSA para o ensino de ciências : argumentação e a temática dos aterros sanitários

Abstract

This dissertation investigates students' arguments based on a didactic sequence based on the Science, Technology, Society and Environment (STSE) approach. The study was carried out with students from the State School called “Murilo Braga” located in Sergipe. The objective was to analyze how students construct arguments during a mock jury on a fictitious environmental crime. The qualitative methodology was adopted using Bardin's (2016) content analysis to interpret the participants' statements. The didactic sequence was structured in Three Pedagogical Moments: (i) survey of prior knowledge and introduction to the topic of sanitary landfills; (ii) conceptual deepening involving Chemistry, Physics, Biology and Geography; (iii) conducting a mock jury trial. The results demonstrated that the didactic sequence contributed to the development of students' arguments with the articulation of scientific concepts and environmental problems. The analysis of the arguments revealed a structure in the mobilization of data, justifications and counter-arguments. Furthermore, the use of the STSE approach favored more contextualized and critical learning. It also allowed discussion on the consequences of the inadequate disposal of solid waste. The study carried out is aligned with the Sustainable Development Goals (SDGs) by encouraging educational practices that promote learning about socio-environmental problems. The integration between science teaching, argumentation and socio-environmental issues strengthens students' civic education. Works like this demonstrate the relevance of using active methodologies for teaching science.