Ensinando física a partir de temática CTSA na construção de um pensar complexo sobre o fenômeno do aquecimento global

Abstract

Environmental issues arise as some of the most important demands in the twentyfirst century. The apparent climate changes are widely debated in the scientific community and the media in general. The aim of this study is to examine how student teachers understand physics, discuss and take stance on Global Warming (GW) issues. Backed by such discussions for scientific knowledge that contributes to the understanding GW, its controversies and the imperfections that give a clearer view of science as a human construct historically and socially constructed that interacts with technology and the environment. The methodology used to check knowledge of the undergraduates on the theme was the use of problem situation, discussion based on analogies with interactive experiments with low cost material and classroom discussions on issues relating to global warming. To analyze the production of undergraduates use elements of content analysis from the establishment of a priori categories that analyzed i) the concepts used in scientific papers on GW, ii) what and how the operators of the complex were used in the productions of undergraduates and iii) how the discussions have used the themes of STSE. The results shows that students had a superficial understanding of the GW and fragmented, a vision which gave no room for the correlation between socio-environmental variables important for understanding the phenomenon. We conclude that the approach from the problem situation on a clear theme of relevance to the welfare of the student contributed to the recall of content from the natural sciences, the improvement of procedural skills and attitude building a citizen committed to building solutions.