Banca de DEFESA: MONARA JEANE DOS SANTOS COSTA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MONARA JEANE DOS SANTOS COSTA
DATE: 31/08/2021
TIME: 14:00
LOCAL: https://meet.google.com/rnf-qyxr-ojc
TITLE:

THE APPROACH OF SOCIO-SCIENTIFIC ASPECTS AND QUESTIONS IN THE CHEMISTRY SCHOOL BOOKS APPROVED IN PNLD/2018

KEY WORDS:

Socio-scientific issues; Chemistry teaching; Textbooks

PAGES: 113
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

Considering that the predominance of science and technology are clearly present in every citizen's daily life, it is necessary to relate them to investigative processes, analyzing the social implications of scientific and technological development. Associated with this conception, which aims to form active subjects in the context in which they are inserted, since the seventies, science education curricula have discussed the Science, Technology and Society (STS) perspective, emphasizing the importance of understanding the existing relationships between Science and Technology, and their social and environmental implications. Linked to the field of STS studies, the introduction of Socio-Scientific Issues (SSI) in Science teaching emerges as a great ally in the approach of issues related to current issues, which students face the need to take a stand on the issue presented, and understand the existing relationships between Science, Technology and Society. In this scenario, this research aims to analyze the presence of socio-scientific Aspects and Issues in chemistry textbooks approved in PNLD/2018. Considering the importance of this perspective in the teaching of chemistry, it is necessary to discuss the relevance and need for these issues to be present in textbooks used in schools, given that teachers use this material as an instrument to guide their activities in the classroom. For this purpose, Content Analysis was used as a research technique, according to Bardin (2011) to analyze the complementary texts present in textbooks, characterize them in relation to Socio-Scientific Aspects (ASC) and identify the presence of (SSI). For this identification, the characteristics pointed out by Santos, Almeida and Silva (2018) were used as criteria. In addition, the Iramuteq software was used as an instrument to analyze the existing similarities between the identified QSCs, using the similarity analysis tool.The results obtained made it possible to see that, in quantitative terms, the presence of QSC is still lacking in the chemistry textbooks analyzed, which identified 30 socio-scientific themes being discussed, of which only 07 were classified as QSC according to the established criteria. When analyzing the teachers' manuals, it was noticed that in all of them there are some approximations related to the assumptions of the STS movement, but in most of these materials this focus is not given due emphasis. It is argued that it is important that these issues are addressed in the textbook teachers' manuals, so that teachers pay attention to the introduction of this approach in their pedagogical practices, considering the contributions that QSC have to student learning. Finally, it is believed that the dissemination of teaching materials containing this approach and discussion of works that explore the various possibilities of inserting socio-scientific issues in chemistry classes will stimulate the interest of teachers to work in this perspective, awakening foundations for these issues to be more present in textbooks.

 

BANKING MEMBERS:
Externa à Instituição - BRUNA HERCULANO DA SILVA - UFPE
Externo à Instituição - ALBINO OLIVEIRA NUNES - IFRN
Presidente - 1630751 - JOSIVANIA MARISA DANTAS