Produção e análise de uma sequência de ensino e aprendizagem sobre soluções na perspectiva da alfabetização científica

Abstract

On this paper we propose the development and implementation of a teaching-learning sequence (TLS) over the introductory concepts of content solutions that consider the scientific literacy perspective, SL, focusing on elaborating the learning curve created. The activities were spread in 8 phases with a total of 14 classes, being referenced on SL, which contemplated the understanding of scientific concepts related to chemical solutions, reflections about the nature of science and the relationship between science, technology, society and environment, STSE. These steps consisted on demonstration classes, lab experiments, virtual simulators, reading and writing as well as questionnaires (one with diagnostic questions and a second final test). The research was setup as a case study in which data was categorized in a way to allow searching for signs that the SL process was fomented by SEA, which was through indicators such as data grading and classification, explanation, justification and others. The participants of the study were full period students of a middle/high school from "Sertao de Pernambuco" from which one of the researchers is a chemistry teacher. The data collected proved that many of the students already used the atomic-molecular model to represent water (solvent used on SEA experiments), both in its liquid and gaseous phases, but without deepening their understanding on scientific concepts. The final evaluation test data analysis indicated that the understand of solute and solvent particle interaction (a crucial factor to understand chemical solutions) still needs to be deepened, because many of the responses demonstrated superficial learning of the subject and alternate concepts. As for the SL process, throughout the sequence students had a greater involvement with scientific culture by proposing hypotheses during the experiment phase, by discussing and comparing results obtained in the lab and by searching for data in other sources such as books and specialized websites to substantiate the arguments produced by them, showing that TLS contributed to their learning process.