Simulated jury: didactic resource for STS teaching in chemistry classes

• Autor(a) principal: de Souza, Terciano Fonseca
• Data de Publicação: 2020
• Outros Autores: Cabral, Carla Giovana, Dantas, Josivânia Marisa
• 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.v12i4.21829

This article presents part of the results of a master’s research developed in the Graduate Program in Teaching Natural Sciences and Mathematics, at the Federal University of Rio Grande do Norte, Brazil. One of the objectives was to propose a didactic sequence with high school students on the concept of solutions, aiming at an increased scientific and technological literacy. Held in Chemistry classes at a public school in Natal, in the first semester of 2018, this sequence had seven activities, which problematized traditional and scientific knowledge to contextualize the teaching of the concept of solutions. One of the most educationally relevant activities was the simulated jury, the object of this article. Based on previous qualitative research, the jury enabled students to discuss and reflect in the classroom, based on their positions, on social issues and chemical knowledge. Classes of this nature are essential to train critical citizens.