Tecné, Episteme y Didaxis (Dec 2015)
The Teaching of Environmental Chemistry: A Proposed Grounded In the Scientific Controversy and Problem Solving
Abstract
In this work a study conducted in the academic area of “Environmental Chemistry”, of sixth semester Bachelor of Chemistry, specifically on the issue of water resources, its importance, physicochemical analysis of water contamination and treatment presents same, with the intention of seeking the improvement of education, building knowledge and skills development in the field of Initial Teacher Training Chemistry. For it was designed and implemented the teaching unit called “water resource and abuse,” which was organized using problem solving and socio-scientific controversy, the development of this unit comprised three stages: the first in which identified alternative ideas that students had related to the concepts of chemical change and water, the latter concept is explored both from the chemical point of view and from the importance to ecosystems and human life; in the second stage a series of activities seeking the reconstruction of alternative ideas were designed, these activities included video analysis, development labs from the show in a body of water, physicochemical analysis of water samples, visit a plant water treatment and group work around socio-scientific controversies related to the importance of water conservation and the different methods of treatment for drinking water and in the third stage, monitoring and analysis of classroom activities performed and laboratory developed during the implementation of the teaching unit allowing to identify the learning processes. The work accomplished promote understanding and construction of chemical knowledge related thematic analysis and water treatment as well as the commitment of the man in the care of water resources, just as the student progress in developing evidenced the argumentative and interpretive proactive about water as a water resource skills, this led to the conclusion that teaching is based on socio-scientific controversy and troubleshooting becomes more dynamic the teaching-learning process and encourages the building of concepts.
