Abordagem de questões sociocientíficas : buscando relações entre diferentes modos de pensar e contextos em estudos sobre fármacos e automedicação no ensino de química

Abstract

This doctoral research sought a SocioScientific Issues (SSI) approach in the teaching of chemistry and the relations between the daily ones, the scientific and contextual knowledge, the epistemological, ontological and axiological commitments implied in the discourses produced in the classroom. I undertook an investigation in some stages: delimitation of the field of research, pedagogical meetings of orientation and development, and, finally, an application of the didactic sequence. In the first stage, visit the state schools of the city of Serra Talhada - PE, in search of teachers who work in teaching chemistry. This was the diagnosis and the diagnosis of the behavior of the SSI in the classroom. Eleven teachers participated in this stage. Of these, only two were chosen for a later stage (Jaqueline and John - fictitious names). In the second stage, the two teachers were chosen, participated in three pedagogical meetings of orientation and planning of a didactic series that would be applied in a class of each teacher. From the group of discussions, the selected teachers of the theme "Drugs and Human Health", a third year of high school, a scheme of activities is developed for each class, while preparing the researcher. The third stage, we applied the didactic sequence, with the classes of the teachers, however, due to data volume, we chose to analyze in more detail only one class, of the teacher Jaqueline. This group was chosen by the main essential elements of the classroom (SADLER, 2011) that favor the approach of SSI, and by the greater participation of the students throughout the activities. This was an application of the didactic sequence was filmed for subsequent transcription and analysis. At that stage, a questionnaire was published with the same ones on the subject and the important components for the understanding of the subject that also was analyzed. Regarding the results of the first stage, noting how much the SSI approach was somewhat different among teachers. What is to make the theoretical and methodological assumptions about the issues related to initial and continued life. The first step, the orientation and planning pedagogical meetings, due to the familiarity with the SSI of the teachers were the most used, and it was necessary to plan the issues related to the theoretical and methodological aspects of the approach. In the third step, the application of the didactic sequence, which stood out: the results of the diagnostic process were applied to all the students, in order to indicate the objectives in relation to the themes related to the proposed theme. An analysis of the classroom episodes demonstrated the context of the discussion about the different modes of thinking of the SSI. And such modes of thinking relate to both legal and scientific issues, imprinting marks of context that reveal epistemological, ontological, and axiological commitments that evidence points of view about SSI quality and a process of negotiation of meanings and meanings, not Students appropriate both the human dimension and the social dimension of the problem.