Microplásticos e o ensino de química: análise de uma sequência didática para identificar a alfabetização científica

Abstract

Plastics are organic compounds created from molecules known as monomers through the chemical process known as polymerization. When disposed into the environment, they can be degraded by various physical and chemical factors. However, degrading particles of micro scale dimensions can accumulate in the environment, causing a series of hostile factors to biota, including humans. Regarding the issue, we aimed to develop a Didactic Sequence (DS) using the “microplastic” theme to verify Scientific Literacy (SL) in chemistry teaching. Initially, a literature review was carried out in scientific journals, dissertations and theses, which discuss microplastics and their daily implications, in order to theoretically state the approach to the “microplastic” theme. Moreover, the concepts of SL and DS were based on a theoretical framework for establishing the methodological proposal, as well as for data analysis. DS was applied to a chemistry class in the third grade of high school, located in Araguaína -TO. Data collection and analysis were held according to the SL indicators, such as ranking, organization, information classification, logical reasoning, proportional reasoning, hypothesis survey, hypothesis testing, justification, prediction and explanation. The results showed that the scientific indicators in DS consolidated the necessary skills for students to be scientifically literate. Data collection and analysis were held according to the SL indicators, such as ranking, organization, information classification, logical reasoning, proportional reasoning, hypothesis survey, hypothesis testing, justification, prediction and explanation. The results showed that the scientific indicators in DS consolidated the necessary skills for students to be led to the scientific literacy process. Thus, these indicators appear in situations that need positioning, as well as in the appropriation of several scientific concepts, highlighting the relevance of science content to a better understanding of the subject. Hence, the results showed that the DS enabled the students to awaken to the perception about the concepts, definitions, chemical and environmental characteristics. Furthermore, it is possible to identify the SL when students understand the scientific knowledge of contents, using chemistry in different contexts and working skills such as dialogue and positioning in different situations.