Ensinando sobre aquecimento global por meio de uma abordagem contextualizada pelas relações entre Ciência-Tecnologia-Sociedade-Ambiente no ensino médio de biologia

Abstract

Many educational proposals have been conducted in science teaching with the perspective of promoting a scientific education contextualized by historical, philosophical and social aspects in order to deconstruct the hegemonic practices that accentuate consumerism and environmental degradation. We know that we are living in a moment of socio-environmental crisis, directly related to the way we use or relate to nature. To face this challenge and mitigate its effects, it is essential to modify the exploitation relationships between individuals and the planet's resources, which is a profoundly ethical transformation. For this, we seek to investigate a teaching approach based on socio-scientific issues (SSI), as it allows the contextualization of school science in historical, philosophical, epistemological, ethical, political, social and environmental terms and provides an inter- or transdisciplinary treatment of the theme. This approach points to a promising path for perceive, reflect and act in search of social justice and environmental sustainability. Given the above, this work aims to investigate, through a research situated in the classroom, the characteristics of a didactic sequence (DS) on global warming in the teaching of biology that have the potential to foster conceptual, procedural and attitudinal (CPA) dimensions of scientific content for sociopolitical actions in first grade high school students. Our research is based on the educational design research reference mark, as well as on other theoretical references from the following areas: history and philosophy of science (HPS), science, technology, society and environment education (STSE), SSI-based teaching and ethics teaching. Furthermore, the pedagogical approach used in our work was inspired by the STEPWISE model. The first chapter presents the introduction, the research problem and objectives. The second chapter presents the theoretical and methodological references that supported the study and the methodological path we followed. The third and fourth chapters present, respectively, the preliminary research phase with the results of the study of the context and the construction of the theoretical framework from the dialogue of the relevant literature with the teaching knowledge. The fourth chapter presents, as results, the systematization of the design principles and the construction of the first DS prototype. The fifth chapter presents the results of the first cycle of the prototyping phase, based on a dialogic validation that enabled the refinement and construction of the second DS prototype. In turn, chapter six presents the results of the second cycle of validation of the prototyping phase in the real teaching context. The results presented in chapter six served to build the educational curriculum material presented in chapter seven. The validation of design principles produces the answers to the research question that guided this work: what characteristics a didactic sequence on global warming, in high school biology, should present to foster the conceptual, procedural and attitudinal dimensions (CPA) of the scientific contents for sociopolitical actions in first grade high school students? The research was designed to validate, in the teaching context, two of the design principles that guided the planning and investigation of educational innovation. For the validation of the design principle, which is characterized by a focus on ethics, incorporating an approach that considers the different perspectives on moral ontology, the results of the analysis of two cases were used, through analysis tools of the level of scientific literacy critical and the analysis of the proposition and implementation of sociopolitical action. The results obtained from a Likert questionnaire on attitudes were also used. For the validation of the design principle, which is characterized using an integrated HPS/STSE approach, the results of the analysis of the cases were also used, from the cited instruments, the results of the Likert questionnaire and a closed questionnaire focused on the conceptual content. Data analysis allowed us to infer that the design principles proposed for the construction of DS were validated, as they enabled: (1) an expansion of students' moral consideration and decision-making informed by science and based on principles and ethical arguments; and (2) the formation of more autonomous and critical citizens, capable of taking decisions and implementing more socially just and environmentally sustainable sociopolitical actions. By validating the principles, we collected evidence to infer that a DS on global warming, in high school biology, built from (1) a focus on ethics, considering the different perspectives on moral ontology, and (2) an integrated approach contextualized by HFC/CTSA, it has the potential to foster the CPA dimensions of scientific content for sociopolitical actions in first grade high school students.