Student's arguments on the topic of landfills from a didactic proposal with a CTSA approach

Abstract

According to the National Water and Basic Sanitation Agency (ANA) around 40% of landfills in Brazil do not have an adequate waterproofing system, increasing the risk of water contamination and potentially increasing environmental impacts. The increase in environmental impacts caused by landfills justifies a critical approach in science teaching. This work aims to present a didactic sequence based on the CTSA approach (Science, Technology, Society and Environment). It is also aimed to promote the active participation of students and analyze their arguments. The didactic sequence that includes chemistry, physics, biology and geography content was applied to high school students (2º Class F). The class is made up of 26 students, with gender and ethnic diversity (black, brown, white, indigenous and Asian), aged between 16 and 19 years old. A mock jury was also performed based on a fictitious case of possible river water contamination and fish deaths. The students' statements were analyzed based on the argumentation model of Toulmin (2001). The results showed that the students were able to articulate their ideas. The discussion highlighted the importance of integrating science and technology in the investigation of socio-environmental problems. The mock jury provided a learning experience that favored the development of critical thinking by integrating complex issues. In conclusion, the articulation between different areas of knowledge proved to be effective in the search for solutions to environmental challenges. This approach contributed to learning and also as an educational product for science teaching.