ANALYSIS OF DIDACTIC SEQUENCES OF CHEMISTRY USING AN INSTRUMENT FOR THE EVALUATION OF CRITICAL THINKING AND STS TEACHING

Abstract

The work is an investigation of the intentionality of developing critical thinking and teaching CTS in didactic sequences of Chemistry. We sought to investigate, using an evaluation tool for the promotion of PC / CTS, whether the didactic sequences produced by 14 chemistry graduates in 2019 presented the PC / CTS approach. The study has a qualitative approach, is of the participant observation type and has as research corpus the 14 didactic sequences. For data analysis, an instrument for the evaluation of teaching materials with the PC / CTS approach was built. As a result, most didactic sequences showed a greater intentionality in addressing the CTS aspects, in comparison to the intentional use of the mobilization of PC capacities. And the analysis instrument was effective, as it contains important aspects of the two approaches.