QUÍMICA DO MORANGO: POTENCIALIDADES DE MINI-SEQUÊNCIAS DIDÁTICAS COM ABORDAGEM CTSA NO ENSINO DE QUÍMICA

Abstract

This work investigates the potential of mini-sequenced didactic (MSD) approaches using the CTSA framework in chemistry education, focusing on the theme "Chemistry of Strawberries". The proposal proved effective in providing contextualized and meaningful learning, aligned with the BNCC, DCN, and PCNEM guidelines, and contributing to SDG 4 of the UN 2030 Agenda. This mixed-methods research, both qualitative and quantitative in nature, aimed to explore the potential of mini-sequenced didactic approaches that integrate problems, experiments, and contextual issues to motivate the teaching and learning of chemistry. Data collection was conducted through an extension and training course in Guarapuava-PR, involving chemistry undergraduate students and high school teachers. The results indicate that MSDs have the potential to facilitate students' understanding and retention of content due to the simplicity of the experiments and the familiarity with the theme of strawberries. The CTSA approach has the potential to promote more relevant and meaningful learning. Teachers appreciated the organization in MSD, which facilitated the planning and execution of activities. However, they identified challenges such as chaotic classes, lack of student collaboration, and difficulties in acquiring materials. These obstacles reflect the structural conditions of the schools, not the educational product itself. The teacher training workshop confirmed the receptivity of teachers to innovative methodologies and highlighted the importance of continuous support and adaptation to the specific needs of each school. In conclusion, MSDs with a CTSA approach on the theme "Chemistry of Strawberries" have the potential to strengthen the understanding of scientific concepts and encourage a critical and investigative approach despite the challenges. Investing in continuous training and institutional support is crucial to expanding the positive impact of this initiative. Therefore, this work developed an educational product composed of mini-sequenced didactic approaches and their articulations to improve teaching practices and engage students in a contextualized and meaningful learning process of chemistry concepts and their applications.