Abordagem da termodinâmica a partir de temas sociocientíficos: contribuição para o aprimoramento da capacidade argumentativa de estudantes do ensino médio

• Autor(a) principal: Conceição, Lucas Carvalho da
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/17996
• topic: Física; Aprendizagem de física; Ensino de física; Argumentação; Termodinâmica; Temas sociocientíficos; Investigação; Physics learning; Argumentation; Thermodynamic; Socio-scientific themes; Investigation; CIENCIAS EXATAS E DA TERRA::FISICA

In Elementary Education, the addressing of socio-scientific themes assists in promoting the practice of argumentation by students, which in turn affects positively their thorough formation. While socio -scientific themes involve relevant issues of students' daily and future life, argumentative practice promotes the externalization of what was learned by them. The analysis of students' arguments helps us in understanding what is learned by them through the studying of the subjects that make up the curriculum components. Based on these assumptions, this work aims to present an educational product for Physics teachers composed of experimental activities on socio-scientific topics related to the Greenhouse Effect and Global Warming, focusing on teaching thermodynamics. The activities, in a Sequence of Investigative Teaching (SIT), were organized to foster the habit of learning assessment by analyzing the argumentative skills of students of the Elementary Education. The SIT was organized based on the investigative cycle proposed by PEDASTE et al. (2005), which is constituted by the phases of orientation, conceptualization, investigation, conclusion and discussion on the theme of interest. The experimentation of the product was performed in a class of the second year of High School in a public institution, through six lectures. The educational product contributed as a tool for the students' debate about the Greenhouse Effect and Global Warming with thermodynamic concepts. However, in order for students to argue more broadly, it is necessary to foster the insertion of moments of discussion in school activities and more routinely addressing socio-scientific themes, providing opportunities for dialogue in the classroom.