Pesticides: a reflective socio-environmental proposal in chemistry teaching under a science, technology and society (sts) perspective
In this article we discuss the contribution of a didactic sequence with the theme “pesticides” in the articulation of chemistry knowledge and socio-environmental questions with public high school students. The above-mentioned sequence, prepared according to the presuppositions of an STS orientati...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Rio Grande do Sul
2015-03-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID380/v20_n1_a2015.pdf |
| Summary: | In this article we discuss the contribution of a didactic sequence with the theme “pesticides” in the
articulation of chemistry knowledge and socio-environmental questions with public high school
students. The above-mentioned sequence, prepared according to the presuppositions of an STS
orientation and three pedagogical moments, was developed with twenty-two 2nd year students. The
students that participated in the research, in addition to responding to a diagnostic questionnaire
about the theme, were involved, during the pedagogical intervention, in group activities, reading
and discussion of texts, problem resolution, research with local farmers, preparation of seminars and
production of texts. All the moments of the intervention, which had the participation (verbal or nonverbal)
of the students, were recorded using a voice recorder and a field journal. The results
revealed that the development of the didactic sequence widened the vision of the students as regards
the social and environmental implications provoked by the inadequate use of pesticides, in addition
to reflections and greater understanding about the theme, showing the importance of introducing
socio-environmental questions in chemistry teaching with an STS perspective. |
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| ISSN: | 1518-8795 1518-8795 |