Analysis of the potentialities and challenges of a CTS didactic sequence with an investigative approach to the teaching of chemistry: socio- scientific theme “water-pH measurement”

Abstract

The objective of this work is to analyze the potentialities and challenges of a didactic sequence (SD) elaborated under the CTS (Science-Technology-Society) perspective with an investigative focus for the teaching of Chemistry in basic education, using the socio-scientific theme “water” - pH. SD was applied in a high school class of a public state school located in the interior of the state of São Paulo, Brazil. The research was developed in a qualitative approach, using the action-research method. The research data, collected through participant observation, field record, student production and questionnaires, were analyzed from the assumptions of Bardin content analysis. As SD is potential for teaching chemistry, we highlight the increase in interest and motivation of students during classes and environmental awareness. Challenges include the scarce availability of time for the public school teacher burdened with classes, jeopardizing the careful planning of activities of this nature and overcoming the lack of previous knowledge and the deficiency in the reading and writing capacity of students, resulting from an education low in society and lacking public investment.