Atividades experimentais na perspectiva na Ciência, Tecnologia, Sociedade e Ambiente/CTSA para o ensino de química: Um estado do conhecimento

Abstract

The main objective of this study is to analyze theses and dissertations that propose experimental activities with a Science, Technology, Society and Environment (STSA) approach to teaching science/chemistry. The methodological procedure is a qualitative approach and the collection instrument is a survey of the state of knowledge, based on content analysis, characterized by a methodology for describing and interpreting various classes of documents and texts, according to Bardin (2016). In this analysis, we obtained as results the experimental activities inserted as a methodological strategy in the form of didactic sequences (DS), tracing a bias in Science, Technology, Society and Environment-CTSA with the teaching of chemistry. It presents as theorists who point out contexts linked to CTSA-Science, Technology, Society and Environment: Chassot (2003, 1993, 2007); Auler (2011); Viecheneski and Silveira (2012); Sessaron (2013) and others. Reflecting on the central ideas of this work, we see that in the productions analyzed, there is an emphasis on experimental activities as an aid in the construction of scientific knowledge, since in most of the dissertations, the experiments served to analyze chemical aspects of the object of study, such as water, food, and others. We emphasize how much experiments contribute to understanding chemistry and the factors that can cause damage to the environment and society.