Estudo de caso acerca da temática dessalinização no ensino médio: uma análise argumentativa sobre o conteúdo soluções

Abstract

The research sought to discuss issues related to new methodological proposals that aim to contribute to the improvement of Chemistry Teaching and consists of the development of a Didactic Sequence (SD) with the problematization of desalinated water based on the chemical solutions content based on the Case Study method ( EC) and which brings the discussion of a real problem. The general objective of the research is to analyze the contributions of a Didactic Sequence proposal based on the case study method for the development of argumentation in the teaching-learning of chemical solutions. Bruner (1976 and 2008), Dewey (1979), Barrows (1986, 1996 and 2007), Herreid (1998), Sá and Queiroz (2010), Figueira and Nardi (2019) and Chiaro and Leitão (2005) are used as theoretical references). As data collection instruments we have a preconceptions questionnaire (CP) and a debate in two stages: free debate (DL) recorded in audio and directed debate form (DD). The research is centered on the methodological perspective of a qualitative approach, being considered exploratory research and classified as participatory research. The subjects participating in the research were 19 (nineteen) students enrolled in a 2nd year high school class at Escola Cidadã Integral Técnica Juarez Maracajá located in the municipality of Gurjão- PB. The research involved a DS containing the case “O well do Seu Sebastião” with 10 (ten) classes, each class lasting 50 minutes with two classes per week. The DS had 4 (four) stages: presentation of the research and survey of previous conceptions; presentation, mediation and debate of the case; deepening of knowledge and mobilization of knowledge to resolve the case. The collected data underwent a descriptive-interpretative analysis and the solutions proposed to resolve the case were structured according to Toulmin's (2001) argumentation scheme and subjected to analysis of the quality of the arguments produced according to the perspective of Sá and Queiroz (2010) Jimenez Aleixandre and Bustamente (2003) and Erduran et al (2004). The research proved to be relevant to the proposed objectives, providing an in-depth understanding of the concepts and knowledge related to chemical solutions based on the EC method within the problematic water scarcity and desalination using real problems. The EC method proved to be efficient in awakening in students the ability to argue and actively construct knowledge in chemistry, contributing to the teaching-learning process. From the analysis of the arguments presented by the students, we consider that the EC method contributed to the strengthening of group work, promoted the development of teaching-learning from an active perspective of the subject, with the student's strong role as protagonist, which contributed to the construction of well-structured and quality arguments.