Study of chemistry undergraduates’ understanding of Science-Technology-Society-Environment in the development of an Interactive Didactic Sequence

Abstract

Initial chemistry teacher training is a constantly challenging process for public higher education institutions. In this sense, this research investigated how chemistry graduates from the Pedagogical Residency Program (PRP), at the Federal University of Grande Dourados (UFGD), mobilize their knowledge to prepare an Interactive Didactic Sequence (SDI), from the CTS/CTSA perspective. to strengthen citizenship training. The methodology was qualitative and included the participation of eight chemistry undergraduates, who experienced formative stages, at the end they planned and presented the SDI, which led to the formation of four categories that were verified by Content Analysis (Bardin, 2021). The preliminary results showed that chemistry graduates understand which themes and problems from the CTS/CTSA perspective can be addressed with chemistry content to strengthen the citizenship training of basic education students. It is noteworthy that CTS/CTSA discussions need to be widely incorporated into chemistry teaching, to be discussed in the initial training of chemistry teachers.