ALFABETIZAÇÃO CIENTÍFICA NA PERSPECTIVA DO MOVIMENTO DE CTSA

Abstract

The scientific and technological development has been promoting meaningful advances that have influenced the way of life of the contemporary human being. Recognizing the importance of scientific literacy in generation of development, this research had as a main goal investigate a propose of a Potentially Significant Teaching Unity – [UEPS], created according to the focus of the Science, Technology, Society and Environment [CTSA] movement, in the Scientific Literacy [AC] of elementary students. The didactic proposal was applied in a private school in Guarapuava-PR-Brazil, in a 7th grade of elementary school. The proposal elaboration had as a basis the set of cognitive learning theories, especially the Meaningful Learning Theory. The UEPS accomplished, which theme was “Biotechnology”, observed in its application the eight steps suggested by Moreira to a Didactic Sequence, and also the relations with the perspective CTSA. The experimental activities were planned and evaluated by means of the Interactive Demonstrative Activity [ADI] diagram. During the research development was possible observe that there was be a bigger commitment of the students during the performance of the practical activities, developed in the lab and oriented by ADI diagram. The elaboration of the conceptual maps, previewed during of the UEPS, provided the structuring of student thinking and the establishment of connections between concepts and contents. Despite, the UEPS with focus CTSA furthered the approaching of the existing relations among the physical, chemical, biological concepts and from the other areas of the knowledge, which characterizes the interdisciplinarity, as well as contributed for awake the interesting and the motivation of the students by science, instigating the choices on scientific careers. Before that, it obtained positive results in relation to the utilization of UEPS to the approaching and teaching of Biotechnology, as the use of diagrams ADI as instrument of support in the teaching practice proved productive. In this context, the development of this UEPS with CTSA focus constitutes as a methodological alternative helping in many aspects in relation to the scientific literacy of the elementary school students.