A CTS approach to the History of Science as a potential for mobilizing Critical Thinking capabilities in Basic School

Abstract

This study aimed to characterize the practicality and effectiveness of CTS teaching proposal, based on the History of Science approach to mobilizing Critical Thinking skills and acquiring scientific knowledge. When considering Scientific-Technological Literacy, as the purpose of Scientific Education, this teaching process can be carried out through the CTS orientation, based on the approach to scientific knowledge through the historical and skills component based on Critical Thinking. For the qualitative research, a teaching proposal was created and implemented with students in the 1st year of high school, from a Brazilian public school, in collaboration with undergraduates from the Chemistry course at the Federal University of Sergipe, members of the Pedagogical Support Project for Graduates Students at School. Using the Design Based Research methodology, it was possible to analyze the context, plan, develop and implement the CTS teaching proposal, from which data were produced, which when interpreted using the Content Analysis technique, highlight moments in which students they associated information with the socio-historical context, analyzed and explained knowledge based on assumed conceptions and problematized scientific knowledge based on the socio-historical context. Thus, the study reveals the understanding of Science as a human enterprise under construction that develops through the mobilization of capabilities such as deciding on an action and analyzing arguments. These intentional teaching proposals can contribute to the sustainable development of quality education in public schools.