STS Learning levels mobilization from a Didactic Sequence with the Energy theme

Abstract

This article aims to analyze the mobilization of CTS learning levels among Basic Education students through the implementation of a Didactic Sequence designed for Physics classes in High School. The focus is on addressing the theme of energy from the perspective of CTS Education principles. Methodologically, the research is of a basic nature, with a qualitative approach, pedagogical intervention procedure, and descriptive objective. The data, collected during the implementation of the Didactic Sequence with third-year High School students from a school in the state of Paraná, considering observation linked to the logbook and the Free Word Association Technique, were cross-referenced with the CTS learning levels proposed by Strieder and Kawamura (2017) and analyzed in an interpretative-constructive manner. In conclusion, it was evident that students navigate between the initial levels proposed by the framework and show aspects of levels that require greater criticality. The developed Didactic Sequence takes on a multifunctional character, serving as a support resource for other educators interested in adopting pedagogical approaches that integrate technology and CTS Education principles.