A promoção da alfabetização científica a partir de uma unidade didática sobre a ida do homem à lua

Abstract

The research reported in this dissertation aimed to understand how a didactic unit on Man's Journey to the Moon, in the Astronomy curricular component of the Training Itinerary in Natural Sciences and its Technologies, can promote Scientific Literacy (SL) of high school students. Sasseron's (2008) understanding of SL was adopted as the main theoretical framework of this research. The research presented is qualitative in nature (Creswell, 2007) and case study type (Yin, 2015). To collect data during the didactic unit, the triangulation strategy was used (Creswell, 2007), with the main data collection instrument being the questionnaire with open questions focused on the research interest (Chizzotti, 2018). As an analysis method, Textual and Discourse Analysis (TDA) (Moraes; Galiazzi, 2016) was used, in which final a priori categories corresponding to the three structuring axes of SL were used (Sasseron, 2008). As main results, it was found that the activities proposed by the didactic unit allowed the promotion of SL, since elements relating to the three structuring axes were identified in the corpus of analysis. It was also possible to verify the presence of SL indicators in the students' arguments, which were validated by Toulmin's (2006) standard of argumentative structure. The teaching unit also reinforced the interdisciplinary potential of Astronomy. Finally, it is noteworthy that some students presented advanced conceptions about the nature of science while others approached more simplistic views of scientific work. Likewise, students' perceptions about the relationships between science, technology and society oscillated between reductionist and expanded. Therefore, it is suggested that elements about the nature of science and the relationships between science, technology and society be addressed intentionally and explicitly in the classroom and not implicitly with the expectation that students will perceive such elements