Estudo do solo na perspectiva CTS: proposta de sequência didática em Ciências para os anos iniciais

Abstract

This study aimed to analyze the contributions of a Didactic Sequence (DS) designed for Science teaching, employing the Science, Technology, and Society (STS) approach, focused on the topic of “soil,” in the learning process of third-grade students in Brazilian elementary education (Ensino Fundamental I). The choice of the topic emerged from direct observations of local socio-environmental issues, especially concerns regarding the consequences of pesticide use and the disposal of empty pesticide containers, which may pose risks to communities located in agricultural regions near the school. This concern gave rise to the following research problem: To what extent can the development and implementation of a Didactic Sequence based on the STS perspective positively impact Science education on the topic of soil for third-grade students from rural areas? To address this question, a Didactic Sequence consisting of eight lessons (each lasting 60 minutes) was applied. The DS was structured according to the framework of the “Three Pedagogical Moments” (TPM), aiming to foster critical thinking among students through multiple strategies, including reading sessions, class debates, and reflection on socio- scientific issues (SSIs). This is a qualitative study of applied and exploratory nature, using a case study methodology. Data collection instruments included a field diary, direct classroom observations, photographic records, and audio and video recordings of student activities and discussions within the Didactic Sequence. Participants were third-grade students aged 7 to 9 years. The findings revealed that the Didactic Sequence promoted students’ learning of scientific content while integrating elements of technology, society, and environmental awareness. The data indicated improvement in peer interaction, collaborative work, and participation in dialogic activities such as discussion circles. Moreover, the DS contributed to students’ cognitive development by reframing prior knowledge, enabling integration with new scientific concepts, and enriching their scientific vocabulary. The Educational Product resulting from this research comprises a Didactic Sequence for Science teaching, based on the STS approach, specifically designed to explore the topic of soil.