Abordagem ciência, tecnologia e sociedade em sala de aula: vacinas gênicas

Abstract

Science, technology and society (STS) approaches in science and biology teaching, has been a way followed by some teachers because it allows active participation of students and contribute to their civic education. In this approach, the student has the opportunity to act in a critical and reflective mode when making decisions that affect the environment they live. Moreover, students develop the ability to discuss, intellectual autonomy and critical thinking. However, the current teaching is marked by an excess content that sometimes prevents the achievement discursive lessons of scientific and technological nature. In this context, this work studied DNA vaccines motif. The research was performed by using a STS approach aiming higher participation and interest, discussion and construction of learning. It was conducted with high school students (3rd year) in a public school. Students were divided into 5 groups and, initially, a questionnaire was used to assayed prior knowledge about vaccines. In this moment, it was observed that students had scarce knowledge on the subject. After, we developed a discursive lesson, where students could expose their ideas and positions about the subject, showing interest. In the last step, groups made concept maps connecting all learning. From this results obtained in this work, it was observed that the STS strategy is needed in biology teaching because it allows a scientific literacy, in which the student leave to be a single bloke and becomes the main author of their leaning.