As ilustrações como recurso didático facilitador no ensino de mudanças climáticas

Abstract

Climate change is one of the main environmental and socioeconomic threats of the 21st century and its impacts are expected to intensify over the years. In this context, education plays a key role in tackling climate change, contributing to social engagement and the successful implementation of public policies on this issue. The present work addresses the study of climate change, directing the theme to a teaching proposal with illustrations. The objective of this work is to propose the elaboration and validation of a didactic sequence supported by the theory of meaningful learning for the insertion of the socio-scientific question in the generation of critical knowledge about climate changes in basic education. The work consists of the elaboration of an illustrated booklet that was validated by experts in climate change using the Delphi method. After the validation process, the booklet was applied to students in the 7th year of elementary school at the state school Cosme Ferreira Marques in Santa Cruz/RN. Questionnaires were used in order to identify students' previous conceptions about climate change. Subsequently, the booklet was applied according to a specific didactic sequence and a new round of questionnaires was applied to assess the acquired knowledge. In view of the sequence of activities developed, with the aim of evaluating the educational product, from the presentation of the booklet, it was possible to identify that the students were actively involved with the theme addressed, they felt more motivated with the proposal exposed in the educational product, which increases the likelihood of learning; the booklet, used as support material, is an efficient tool when the subject addressed deals with climate change.