“Quem matou Maria?”: desenvolvimento de argumentos científicos a partir de técnicas experimentais de Química Forense.

Abstract

To learn any science, it is necessary to learn to speak, to write and to read in a meaningful way; In addition to that, it is essential to know how to recognize the diverse ways of expression of the same meaning, the differences between daily language and scientific language, and the main characteristics of each type of discourse, which are directly correlated with argumentative abilities. However, it is not something new that in the teaching practiced in the classes of Chemistry activities of reading and writing of narrative texts generally predominate. One way to sharpen the argumentative capacity of students in the classroom is the use of Forensic experimental activities of Chemistry as a resource. This research aimed to identify the arguments used regarding the use of experimental techniques in Forensic Chemistry situations. The target audience of this research was composed of 21 students from a 3rd-grade high school class from a Public State High School located in the city of Areia-PB, were chosen because they were a graduating group and consequently have plenty of chemistry knowledge. The research had a qualitative approach; exploratory in terms of objectives; and field study, concerning the research subject. The research involved the argumentation in the teaching of chemistry, through Forensic Chemistry, and for that it was used a Didactic Sequence composed of nine moments, being realized in eight sessions. Data were collected from the previous knowledge, the preparation of the seminars, the experimental techniques and the formulation of the judicial report. The results obtained allowed us to understand that working with Forensic Chemistry allowed the students to become enthusiastic and from that, the classes more became more interactive. The students were able to fulfill all the activities and achieve the objectives outlined, using the most diverse resources, including creativity. Therefore, it is possible to affirm that the association of argumentation in Chemistry education with the Forensic Chemistry subject was attractive and very useful to promote the effectiveness of teaching-learning.