TCC - Licenciatura em Química (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2946
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Item A compreensão de estudantes do ensino médio sobre a temática alimentação saudável a partir de questões sociocientíficas(2019) Menezes, Julyene da Silva; Bezerra, Bruna Herculano da Silva; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/1039531472437739; http://lattes.cnpq.br/7609654829609186In the present work we propose to analyze the meanings and meanings, as well as the main preconceptions of the first year students of High School on the theme of healthy eating, through the development and application of a didactic sequence based on STS relations and the approach to questions socio-scientific. For this, we developed a field research of qualitative nature divided into two phases: delimitation of the context and the subjects of the research and elaboration of the didactic sequence and, finally, application of this one. In the first phase, we defined the subjects of the research and the place of application of the sequence, a regular school of the municipality of Serra Talhada-PE participant in the Pedagogical Residence Program of UFRPE / UAST and then we elaborated the didactic sequence in the 5E model. The second phase consisted of the application of the sequence in 15 50-minute classes, addressing the concepts of chemical elements and periodic table within the theme of healthy eating, the biases of nutrients naturally present in foods, impacts that the lack or excess of these bring to health and contamination of food by heavy metals from fertilizers and the breakdown of ore dams (Mariana and Brumadinho). For this purpose, we use materials selected or elaborated specifically for this purpose, such as questionnaire, news, play, summary and two socio-scientific questions based on cases. The data analyzed were constructed in two phases of the sequence, the phase of engagement, in which we sought to map the main conceptions of the students on the subject, and the evaluation phase, where we delimited two episodes of the resolution of the second SSI and analyzed the semantic relations and STS aspects emerging in each one by virtue of the wide variety of constructed data. In general, the proposed sequence proved to be very efficient in addressing the issue, a very wise socio-scientific question, with which the students felt extremely at ease and interested in discussing and thus bringing about a vast heterogeneity of conceptions, senses and meanings the mobilization of aspects relevant to the STS relationship.