Investigative teaching sequences in STSE approach: biomass as a theme of learning process of chemical concepts

Abstract

In this essay, we share the results of the application of an Investigative Teaching Sequence (ITS), for two classes in the first year of high school, having Biomass as the theme. We will present how ITS promoted the reapprochement of specific Chemistry contents, promoting fruitful discussions on STSE (Science, Technology, Society and Environment) issues and reflections about the solid residues generated by the sugar and alcohol factories, so common in the region where the students live. Concept maps were used to survey previous conceptions and guide the proposed questions. From experimental apparatus and a mini boiler previously built with low-cost materials, groups of students were able to raise hypotheses, plan and carry out their experiments. The systematization of the information was based on reports, and the analysis of the content of the reports resulted in six categories, of which five brought together specific content in chemistry and one grouped issues related to the STSE. We know the need to promote discussions with our students, about possible sources of clean and sustainable energy, and we observe that the Biomass theme was assertive in this sense, supporting at the integral education of the students. In addition, this work shows the need to rethink the chemistry curriculum, since the specific contents should not be treated in a linear manner.

Keywords

• ensino de química
• sei
• atividades investigativas
• sequência didática