Questões sociocientíficas na elaboração de uma proposta didática discursiva em aulas de Química no Ensino Superior

• Ano de defesa: 2019
• Autor(a) principal: Rodrigues, Jéssyca Brena Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Química; Programa de Pós-Graduação em Química; UFPB
• Palavras-chave em Português: Argumentação; Questões sociocientíficas; Casos investigativos; Alfabetização científica; Argumentation; Socio-scientific issues; Investigative cases; Scientific literacy; CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/19071

This work deals with the use of investigative cases that explore socio-scientific issues, to promote a space of argumentation for chemistry undergraduate students. . This type of approach is in line with the objectives of scientific literacy, which seeks the formation of the citizen for democratic participation. The aim of this work was to promote a space for argumentation, besides to contribute to the development of research skills, collaborative work, decision making and understanding of the nature of science. The research is guided by critical social theory, approaching the ideas of Paulo Freire. We developed two investigative cases: “Problem in Pineapple Crop” and “Artificial Blood. The upper chemistry students participating in the research solved the cases in small groups and then presented orally the chosen solution. The instruments we used to collect the data were: video recording of the presentations and discussions, dissertations of each participant, and exhibition material used by the groups in the presentations. For analysis of textual production we use the methodology of content analysis, according to Bardin. The students advanced in relation to the understanding of aspects of the nature of the sciences and made the decision, mainly, according to socioeconomic, environmental and with reference to the scientific knowledge. In the analysis of oral presentations we try to identify and qualify the arguments according to Toulmin‟s layout of argument. We can say that the participants presented formally valid arguments, most of them simple, others presenting even the element of refutation or more than one justification, which for some authors is a sign of a more complex argument. The activity favoured the understanding of social, environmental and economic aspects related to science and scientific work.