STSE-oriented instructional materials produced by chemistry teachers

Abstract

This paper aims to analyse instructional materials produced by chemistry teachers who participate in in-service training course, which explores the context-based approach with regard to STSE perspectives. Three materials focused in renewable and non-renewable fuels were analysed. The analysis took into account five context-based perspectives: scientific concepts exemplification with daily life facts, scientific description of facts and process linked to chemistry, questioning social reality, comprehension of social reality and transforming social reality. The potential of the material in developing citizenship attitudes was also analysed. The three instructional materials were classified as scientific description of facts and process as they are mainly focused on chemistry subjects. Contents exploring technological issues were absent in two of the instructional materials. However, there were advances as they presented texts, which included social, economic environmental aspects and their relationships. The production of instructional materials by teachers was a good methodology for in-service chemistry teachers’ courses.

Keywords

• formação continuada
• ensino de química
• contextualização e ctsa