Modos de pensar e formas de falar o conceito de energia a partir de uma sequência didática pautada na perspectiva CTS

Abstract

The present research aims to analyze the process of meaning of the concept of energy, from its study conducted by a didactic sequence based on the Science, Technology and Society (STS) perspective and on the theory of Conceptual Profiles. This sequence was planned based on Méheut's ideas, assuming as a principle four basic components, namely: the teacher, the student, scientific knowledge (conceptual) and the material world (contextual), and two dimensions, the pedagogical and the epistemological. . The research is qualitative in nature and was developed in an integral public school in the state of Pernambuco, located in Maranguape I, Paulista. Were considered to compose the body of subjects students of the 2nd year of High School, almost 157 students, however, only the productions of 11 students were able to be analyzed according to the criteria adopted, namely: having answered the diagnostic questionnaire (individually), being present in one of the groups that responded to the SSI, having responded to the SSI in a group and having respected the original formation of the group. The didactic sequence was structured in 10 moments, being 6 synchronous meetings, of 50 minutes each, and 4 asynchronous meetings. The moments were structured as follows: (1) Presentation of the research and reading of the assent term (synchronous); (2) Application of a diagnostic questionnaire (asynchronous); (3) Presentation and discussion of the topic (synchronous); (4) Text production (asynchronous); (5) Discussion of text and infographic (synchronous); (6) Presentation of advertisements and documentary videos (synchronous); (7) Discussion of the text (synchronous); (8) Textual Production (asynchronous); (9) Debate involving SSI (synchronous); and (10) SSI resolution (asynchronous). From the data collected in the diagnostic questionnaire, in the questionnaire referring to textual production, debate and resolution on the SSI, we analyzed the STS relationships and emergencies of the zones of the conceptual profile of Energy. The results of the application of the Didactic Sequence reveal the emergence of several areas of the conceptual profile, which maintain strong relationships with the context of activities, and established relationships that converge with the discussions proposed by the STS perspective.