Promoção da alfabetização científica e desenvolvimento de habilidades cognitivas pelos alunos da educação básica ao longo de aulas envolvendo a abordagem do tema insumos agrícolas e meio ambiente

Abstract

Chemistry is one of the subjects present in the basic school curriculum that, on several occasions, is considered difficult for students to understand. In this sense, different teaching strategies have been designed and developed with the aim of overcoming difficulties and preconceptions related to Chemistry, and also in order to promote greater student participation in the construction of knowledge. Thus, the present study aims to investigate whether a Sequence of Classes (SC) on agricultural inputs and the environment contemplating the strategies of case study, experimentation, conversation circle and chemical jury can contribute to the promotion of Scientific Literacy (SL ) and the manifestation of cognitive abilities by students of the first year of high school, through their answers. This AS consisted of 13 classes, in which the chemical concepts involved in the understanding of solubility were addressed. For the development of the analysis, some excerpts from the classes were transcribed to carry out reflections on AS; case analysis; categorization of the students' questions and answers provided to the pre and post questionnaires, and of the activities delivered during experiments 1, 2 and 3 regarding cognitive level and scientific literacy level. Based on the analyzed data, it can be concluded that the activities carried out in the classroom helped students to manifest different cognitive abilities, as many developed cognitive levels with higher abilities. It was also observed that most of the students' answers were classified as nominal scientific literacy, since, during the experimental activities, there was no socialization of ideas and/or answers from the students, through the mediation of the teacher and there were many questions problems in the activities, taking the focus away from the main SA case, contributing to this result. The most frequent relationships occurred between: cognitive level N1 with scientifically illiterate and nominal scientific literacy; cognitive level N2 with nominal scientific literacy; and cognitive level N3 with nominal or functional scientific literacy. In addition, it was noted that the case study was resumed throughout the SA, thus it was a strategy that motivated the students to participate in the SA, and that the questions raised during the classes, led the students to carry out reflections mainly in the classroom. of the conversation wheel. It was observed that the positions presented by the students in the chemical jury class did not explain scientific concepts, passing more through playful characteristics as opposed to educational ones. It is hoped that this work can bring contributions to the area of teaching chemistry and teaching in the classroom.