Using socioscientific issues as a strategy for the teaching of electrical energy

• Autor(a) principal: Silveira, Mônica
• Data de Publicação: 2016
• Outros Autores: Palácio, Regina, Conrado, Dália Melissa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.3651

This paper discusses the use of socio-scientific issues in technical education to promote the mobilization of conceptual, procedural and attitudinal contents within Science-Technology-Society-Environment education. A socio-scientific issue on “universal access to electricity” was applied, through a didactic sequence, to a course on Electro mechanics, at the Federal Institute of Education, Science and Technology, Bahia, Brazil. Data was collected from questionnaires and field observation. Content analysis was used to analyse the data. Results indicated that this socio-scientific issue enabled discussions on: the right to access, forms of generation and distribution of energy, consumer needs and major environmental consequences related to the use of electricity. Moreover, the students were able to discuss concepts related to the regulation of electricity, to government programs and socio-economic impacts, as well as facts related to social and environmental impacts of electricity generator technologies. In addition to this, participating students also develop skills related to academic literature research and the organization of discourse and argumentation; practiced their skills on teamwork and respect for different opinions. Finally, they were able to reflect upon values and interests related to consumerism, as well as on the universalization process of electricity access and its impact in the lives of citizens from rural communities.