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Proposta de sequência didática como ferramenta de intervenção no processo de ensino-aprendizagem de nanociência e nanotecnologia a estudantes do ensino médio
(2024-02-27) Silva, Margarete Fernandes da; Vila Nova, Suzana Pereira; Luz, Leonis Lourenço da; http://lattes.cnpq.br/8952196044903176; http://lattes.cnpq.br/7716018904442218; http://lattes.cnpq.br/1578167238157111
Given the growing evolutionary scenario of science and technology to which contemporary society is subjected, it is essential to approach new technological concepts in educational training. In this panorama, special emphasis must be given to Nanoscience and Nanotechnology studies, since this area of science has been increasingly present in the most diverse fields of the economy and the energy, industrial and agricultural sectors due to its high applicability. and the generation of new products, also providing effects on people's quality of life. As it is a science with a high degree of abstraction, its teaching ends up becoming a challenge; a fact that makes it essential to use new teaching-learning models to replace the traditional one commonly applied in schools, in order to stimulate critical thinking, the practical application of knowledge and problem solving. In the present work, the objective is to develop a proposal for a Didactic Sequence for the use of Carbon Dots applied to the study of seed germination as an intervention tool in teaching Nanoscience and Nanotechnology to a High School class, using as a basis the investigative experimentation. This proposal will facilitate the planning and organization of activities, helping the teacher to conduct classes in a logical and structured manner. Prior to the development of the Didactic Sequence, germination tests were carried out with corn and bean seeds, using solutions of carbon nanoparticles (Carbon Dots), as a figure of merit. Positive results were obtained regarding seedling development, allowing the evaluation of germination efficiency based on the number of germinated seeds and analyzing root growth based on measuring their lengths. Once the experiment was validated, the second stage of the work consisted of developing the Didactic Sequence proposal, based on the adaptation of a model already considered in the literature, however addressing the theme of Nanoscience and Nanotechnology. The proposed Didactic Sequence was divided into theoretical, practical and evaluative moments, in which content related to the curricular components of Chemistry, Biology and Mathematics would be addressed, to understand the processes and evaluate the results obtained in the germination tests. The proposed Didactic Sequence will allow the construction of a clear and orderly structure in the development of classes based on a more contextualized, dynamic and interactive approach compared to the traditional teaching model. Furthermore, it must provide more attractive teaching for students and achieve greater effectiveness in the construction and retention of knowledge.