Aprendizagem baseada em problemas: a alfabetização científica no ensino de propriedades coligativas

Abstract

Several factors contribute to the understanding of the world by individuals, one of them is directly linked to science education, its reading from scientific knowledge. For this reason, a relentless pursuit of science education is the promotion of scientific literacy (SCI), which is divided into three basic axes according to Sasseron and Carvalho (2011) - Basic understanding of scientific terms, knowledge and concepts, understanding of the nature of science and ethical and political factors and understanding of the relationships between science, technology, society and the environment. In this path, aiming to identify how the active methodology of Problem-Based Learning (PBA) contributes to the development of Scientific Literacy in high school students, using the theme of colligative properties, a pedagogical intervention was developed with the theme: "Problem-based learning: Scientific Literacy in the teaching of colligative properties". The activity was applied in a 4th class of the Integrated Technical Teaching in Informatics of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Campus Pau dos Ferros, during the activities of the Institutional Program of Scholarships for Teacher Initiation (PIBID) and had as a general objective to identify how the active methodology of ABP contributes to the development of CA of integrated high school students using the content of colligative properties . The podcasts recorded by the students were transcribed and analyzed using Textual Discourse Analysis (TDA), which allows a greater understanding and ownership of the analyzed data, which seeks to interpret these data in a hermeneutic perspective. The recording addressed the experiments performed and their relations with the colligative properties, so in the analysis by means of the DTA these relations were sought. Thus, the analyses made it possible to verify that, when working with the active ABP methodology, it is possible to realize a significant understanding of the chemical concepts studied, through the relationships woven between concepts, experiments, and everyday life. These results show that it was possible to perceive the development of CA and its three main axes.