Everyday life as a context to teach chemical reaction

Abstract

Several chemical transformations occurring in our daily lives and are important in our lives, while others require changes due to social impacts caused. Given this, the concept of chemical transformations, in addition to being one of the fundamental concepts of chemical knowledge, allows you to establish relations with technological expertise, social and environmental approaches CTS. However, this action directly depends on the teachers‘ scientific knowledge, as well as their knowledge of technological developments and social issues to promote these relations in education. Thus, we present the results of an investigation that sought to identify whether the context is present, spontaneously, in the speech of the science teachers and if the teachers‘ conceptions about the concept of chemical transformations can facilitate or hinder this approach contextualizadora. It is a qualitative research, with the participation of 23 teachers from two cities in the State of Minas Gerais, Brazil, participating in continuing training courses, lasting 40 hours, which aimed to discuss aspects related to the concept of Chemical Transformations. The results indicated that many teachers expressed several alternative conceptions about this concept and that few teachers related significantly the concept to the context, seeking a CTS approach.