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Pensamento crítico em uma sequência de ensinoaprendizagem com orientação Ciência-Tecnologia-Sociedade tratando da temática combustíveis.
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- Author(s): Lopes da Silva, Erivanildo1 ; da Paz Santiago, Ortência1 ; Marques Vieira, Rui2
- Source:
Revista Electrónica de Enseñanza de las Ciencias. 2022, Vol. 21 Issue 2, p240-259. 20p. - Source:
- Additional Information
- Subject Terms:
- Abstract: The CTS education has been the subject of research with regard to advances in learning related to scientific concepts in social contexts with a view to a critical citizen (the PC in its definition is active and not only theoretical, as it serves essentially to solve problems and interaction with others). In this context, the objective of this work is to present a study on the mobilization of Critical Thinking capacities by a group of high school students who experienced the approach of a Teaching-Learning Sequence built with CTS guidance. It is a qualitative study, in which the data collection took place through written records, audios and videos, the treatment of which according to the Content Analysis. In the validation in the classroom, the didactic material enhanced capacities such as: asking and answering clarification and / or challenge questions, inducing and evaluating inductions and making and evaluating value judgments. However, the didactic material showed to have potential to mobilize the Critical Thinking of the students regarding the abilities to focus an issue and to analyze arguments. [ABSTRACT FROM AUTHOR]
- Abstract: A educação CTS tem sido objeto de pesquisa no que diz respeito aos avanços de aprendizagens relacionados aos conceitos científicos em contextos sociais tendo em vista um cidadão crítico. Assim, o Pensamento Crítico (PC) deve ser intencional no ensino, sobretudo na perspectiva que a tomada de decisões deve se dar com base em conhecimento científico no agir e pensar na resolução de problemas. Neste âmbito, o objetivo deste trabalho é apresentar um estudo sobre mobilização de capacidades do Pensamento Crítico por um grupo de estudantes de Ensino Médio que vivenciou a abordagem de uma Sequência de Ensino-Aprendizagem construída com orientação CTS. Trata-se de um estudo de natureza qualitativa, em que a coleta de dados se deu por meio de registros escritos, áudios e vídeos, sendo o tratamento destes de acordo com a Análise de Conteúdo. Na validação em sala de aula o material didático potencializou capacidades como: fazer e responder questões de clarificação e/ou desafio, induzir e avaliar induções e fazer e avaliar juízo de valor. Contudo, o material didático mostrou ter potencial para mobilizar o Pensamento Crítico dos estudantes relativo as capacidades focar uma questão e analisar argumentos. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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