Questões sociocientíficas como abordagem metodológica nos livros didáticos de ciências

• Ano de defesa: 2018
• Autor(a) principal: Santos, Gleyson Souza dos
• Orientador(a): Wartha, Edson José
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências; Livros didáticos; Educação; Metodologia; Ciência, tecnologia e sociedade (CTS); Questões sociocientíficas
• Palavras-chave em Inglês: Science, technology and society (STS); Socio-scientific issues (SSI); Textbooks
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/7942

Textbooks are indispensable tools in the elaboration of a plan of action that teachers use to reach the proposed objectives. Because it is a more used support material this resource must support the teacher in the construction of the student's knowledge. In this perspective, the Socio-scientific issues (SSI) are being studied as methodological approaches to insert Science, Technology and Society in order to raise in the student the most complex thinking so that he can look at the world around him in a different way , being able to make interventions and a conscious decision. In this context, the research is a kind of documentary with qualitative approach and having as main objective to verify the science textbooks approved by PNLD – 2017 in order to find the Socio-Scientific issues and to verify how they were being addressed. So, it was necessary to build a scale of complexity that we could measure the SSI. Thus, we categorize the principles of complexity proposed by Silva (2016) in Socio-Scientific aspects and relevant knowledge (C1), pertinent knowledge and contextualization (C2) and intentional identity (C3). These categories served as criteria of analysis for the SSI. The results indicate that textbooks present Socio-Scientific issues, but with different levels of complexity. Those classified as satisfactory and fully satisfactory are more feasible from a didactic point of view to promote meaningful learning.