Termoquímica e a poluição atmosférica: um estudo na perspectiva CTSA

Abstract

The educational perspective of Science Technology Society and Environment (STS) provides the study of scientific concepts from real situations, which motivated this research whose fulcrum is to study the phenomena related to chemical science, to the aspects Technological, social and environmental, which contributes to the deconstruction of an image of "science" distant from the daily lives of the students. In this context, a didactic sequence was elaborated in the STS molds with the theme "which chemistry do you breathe?" organized in a didactic-pedagogical dynamic, known as the three pedagogical moments of Delizoicov e Angotti (1982) - initial problematization, organization of Knowledge and application of knowledge, and applied in a class of the 2nd year of High school, in a state college in the city of Londrina. In the first moment, the students previous knowledge about Thermochemistry was analyzed by applying a questionnaire and the problematization began with a comic strip adapted by the teacher, leading them to the theme of atmospheric pollution. In the second moment, the scientific contents intrinsic to thermochemistry were studied through theory, texts, exercise resolution and experimental activity. At the third moment the final questionnaire was applied, the same as the initial one, as a way to validate the knowledge obtained by the students conveed by this methodology in the STS perspective and they were asked to write a story in order to challenge them to relate the concepts studied in class. The didactic proposal was promising for the teaching of thermochemistry in the STS perspective, since, through the analysis of quantitative and qualitative data, it was found that the students were able to relate concepts of chemistry worked to the effects Air pollution and health, besides instigating them to the decision making from the realized activities. Most notably, the affinity between the STS assumptions and the scientific literacy based on the indicators listed by Sasseron and Carvalho (2008; 2010) was noted. It can be inferred that from the assumptions of STS there was an exquisite perception regarding the environmental awareness, by the students, by perceiving the effects on the environment and health culminating in mitigating measures to prevent or reduce air pollution. In view of the results obtained, it is recommended to use the proposal in order to improve the learning in chemistry.