A interdisciplinaridade como ferramenta de promoção da alfabetização científica no ensino de química

Abstract

Chemistry teaching in schools is currently based on memorization, content transmission and definitions of isolated laws, which causes the student to lack interest in the subject. Although very important, the fact that chemistry appears out of context and individual makes students believe that it is not necessary within the curriculum of agricultural technical schools, thus hindering their learning. The very fact that teacher education is fragmented makes it difficult to propose an integrated curriculum, since each subject is isolated and does not seem to have any relationship between them. In order to provide the best learning and promote scientific literacy in students within the chemistry discipline, different strategies and approaches need to be used. The current project proposes to improve the teaching of chemistry through an interdisciplinary experimental proposal, relating the discipline of chemistry with the discipline of water quality. The main objective of this project is, through interdisciplinarity, to contribute to the scientific literacy of the students involved. Data collection was performed by applying a diagnostic questionnaire, observation, conversation wheel and subsequent qualitative analysis of the possible knowledge incorporated by the students involved. The results were conclusive in a summary format, aspiring to answer questions such as: Does interdisciplinarity really help in the process of scientific literacy when used within chemistry teaching? The conclusion was made through data analysis