CONTRIBUTIONS OF MINI-DIDACTIC SEQUENCES WITH CTSA APPROACH FOR CHEMISTRY TEACHING

THE THEME "STRAWBERRY CHEMISTRY" AS A TOOL FOR MEANINGFUL LEARNING

Abstract

This study analyzed the contributions of mini-didactic sequences (MDS) for Chemistry teaching in high school, using the CTSA approach on the theme "Strawberry Chemistry." The research was based on problematization during experimentation, resulting in a narrative for the CTSA approach in an educational product. A qualitative-quantitative approach was adopted. The narrative was developed following the format of a didactic sequence adapted from Zabala and validated by high school Chemistry teachers. The sequence presented the context in detail, using problem-based situations integrated with the CTSA approach in a dynamic way. The results indicated that contextualizing the content and stimulating students' critical thinking were essential to make learning more relevant and engaging. Despite challenges such as lack of resources and student collaboration, teachers recognized the potential of the material in promoting meaningful learning. The final considerations highlighted the importance of practice and reflection in the construction of knowledge, emphasizing the crucial role of educators in the holistic development of students and in creating more contextualized and relevant education. Problematizing experimentation proved to be capable of awakening students' critical thinking, making them protagonists of the educational process and encouraging reflections on the consequences of science in society.