Analysing STSE-based instructional materials designed by high school chemistry teachers

Abstract

The present paper describes an analysis of the production of STSE- based instructional materials carried out by three chemistry teachers of public high schools of Sao Paulo State (Brazil). These teachers were engaged in a formative process based on guided re flection aiming the construction of instructional material for their classes. Fundamentals of STSE approach were presented and discussed in order to orientate each teacher in the process of decision-making to choose a social theme and pose a social issue that enabled them to explore STSE interactions. The activities produced were analysed considering the presence of a problem throughout the material, the content emphasis (S, T, S or E), the relationship between the proposed activities and the theme, and the conception of STSE approach that supports the instructional material elaborated by the teacher. The analysis of the three teachers’ materials revealed a conception of STSE approach related to the comprehension of social reality, the produced activities held an emphasis mainly in science and society, to the detriment of technology and environment. The proposed problem permeated most of the activities, generally maintaining a direct relationship with the topic. The guided reflection process seems to have contributed for teachers to reflect on their own conceptions on STSE approach in chemistry teaching and this reflection process helped them to produce instructional materials that enable them to explore of socio-scientific themes in their classrooms.