Teaching chemical concepts in a STS approach from popular knowledge

Abstract:

This article presents a general objective to demonstrate the possibility of using popular knowledge as a starting point for teaching chemical concepts, using the diverse knowledge of the STS approach. The study was conducted with 30 students of the 3rd year of a state high school, in the southern region of Paraná state, in Brazil. The methodological approach was qualitative, interpretative in nature, and used participant observation. Data collection was through questionnaires, presentation and discussion of the results of bibliographic research, preparation and analysis of conceptual maps, and infographics production (stories). The research has shown that the use of popular knowledge cons­tituted a motivating factor and support for learning, enabling the contextualization of content, making chemistry education more attractive and meaningful, thus facilitating the creation of cognitive structures and conceptual profile change.

Keywords:
Chemistry teaching; High School; STS; Popular knowledge