Promoting scientific literacy through the development of the controlled controversy technique: an experience report

Abstract

This article aims to report on the experience of applying a controlled controversy in a high school class at a private Brazilian school located in the municipality of Petrópolis, in the interior of the state of Rio de Janeiro. The controlled controversy is a didactic practice developed for the application of a CTS approach in the classroom, and can be a strong tool for the development of critical and reflective education. The methodology used, the characterization of the school, the didactic sequence (describing the choice of topic, the news discussed and some positioning), the report on each stage and the results of the technique will be described in separate sections. It was possible to conclude that the controlled controversy activity proved to be effective by analyzing the students’ behavior and responses at the beginning and end of the activity.