The domestic consumption of electric energy by the approach science, technology and society

Abstract

The present article deals with a research with a CTS approach allied to teaching by themes. The objective was to carry out an investigation of the critical posture of the students, starting from conceptions of science teaching that converge with the CTS approach through problematizations of the domestic electric energy consumption. The research was qualitative, of the research-action type and presented an interpretative analysis of the data collected during the classes. The research was carried out in a class of ninth grade students from elementary school, in which a mini-course was taught with nine thematic classes and dialogues, in a full-time school, using the concepts of CTS teaching, such as: Scientific and Technological Literacy (LCT), decision-making and the exercise of citizenship. As a didactic strategy were used the three pedagogical moments of Delizoicov and Angotti, with socio-scientific theme. The results of this study showed that the CTS approach in science education allowed a critical reflection of the students on their attitudes, values and ethical issues in relation to their social reality, to perceive habits of exaggerated consumption of electric energy and to relate the problems experienced in the with scientific knowledge.