BERNARDO, G. A. M.; http://lattes.cnpq.br/6455116272551107; BERNARDO, Guilherme Angelo Moreira.
Résumé:
The scientific and technological development we are currently experiencing is the result of a long process of knowledge construction, a path full of ruptures. These discontinuities favor dialogue in the search for new interpretations of natural phenomena. In the midst of these innovations, we highlight the studies in Nanoscience and Nanotechnology which like the steam machine and electricity announce a new revolution in the means of technological production we know. This area, is dedicated to the investigation and understanding of the phenomena that occur in the dimension of atomic and molecular arrangements, mainly focusing on technological applications. Issues related to contemporary scientific progress should permeate the elaboration of curricula in Physics for Basic Education, however subjects based on, for example, Nanoscience and Nanotechnology, are still on the margins of most teaching proposals, this episode focuses directly on the critical formation of students about the current scientific culture. In order to overcome the difficulties presented in this research, we developed and applied an introductory didactic sequence, aiming to address the Nanoscience and Nanotechnology in a class 3rd year high school, of a state school, in the city of Cajazeiras - PB. Before and after working with the classroom didactic sequence, we applied a questionnaire with seven questions about students personal data and five open questions about the universe of Nanoscience and Nanotechnology, so we would have enough data to make a comparative analysis of students conceptions in these two moments. For the analysis of the answers, we use content analysis, from which we configure analysis categories for each question and relate each of the answers to their respective sample and relative frequencies. During the development and subsequent application of the didactic sequence, we pay attention to the selection of activities that are relevant to the discussion and we are concerned with choosing proposals that do not involve too much cost and time. During the application of the sequence we did not encounter many difficulties, as well as we realized that the students were motivated and involved in performing each activity. From the reflection on the results, we observed a change in the students conceptions when comparing the first and the second application of the questionnaire, however after the sequence, it was still possible to find conceptions that did not match the statements of the questions. Therefore, we consider that the methodology presented was sufficient to work introductory concepts related to Nanoscience and Nanotechnology in high school. In addition, we hope that this proposal will serve as a basis for new actions in nanoeducation, envisaging its expansion to other series of Basic Education, from working with units of measurement in elementary school to the study of Modern and Contemporary Physics in high school. Thus, we will be providing important dialogues to promote Scientific Literacy.
