Costa, Ivaneide Alves Soares daCosta, Brunna Crislayne Câmara da2019-11-252019-11-252018-11-23COSTA, Brunna Crislayne Câmara da. Abordagem investigativa e questões sociocientíficas como proposta de alfabetização científica no ensino de biologia. 2018. 150f. Dissertação (Mestrado Profissional em Ensino de Ciências Naturais e Matemática) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2018.https://repositorio.ufrn.br/jspui/handle/123456789/27992Presently, the curricula in science teaching indicates that the content disseminated in the classroom should provide the learner with development of skills and abilities that allow him to present a critical reasoning in front of an problem, to obtain an understanding of the nature of scientific knowledge, to understand what is science and how it is produced and to have the ability to evaluate the scientific and technological productions that are presented to society, factors that reflect the need to prepare them to exercise of citizenship, a possible condition through scientific literacy. Considering these assumptions, the present research verified the potential of inquiry-based learning linked to the use of a local socio-scientific questions of the city of Macau/RN, as an useful methodology to contribute with the process of scientific literacy of high school biology students. Therefore, we developed and applied a didactic sequence through scientific inquiry, structured using the curricular instructional model BSCS 5E, with the main theme was the water crisis issue in the city of Macau/RN, which resulted in a manual for the teacher, educational product of this dissertation that is intended for teachers of biology and related fields. The research subjects was the 1st year students of the public state school Professora Clara Tetéo. In this context, we performed a qualitative research, collecting and analyzing data from written productions of the students, audio recording and transcription of the classes and participant observation. The data was organized, coded, categorized and interpreted using content analysis criteria (BARDIN, 1977). Starting from the results, we found that the students had difficulties expressing an opinion and positioning themselves in front of a socioscientific issue, which were overcome in the course of the activities, giving the students the opportunity to reflect on the issue through different views and perspectives. This allowed them to gradually demonstrate conceptual, procedural and attitudinal learning, expressing skills such as the use of scientific terms during writing, the ability to argue and express an opinion based on the scientific knowledge discussed, and to express conscious opinion about the socio-environmental impacts of the implantation of a desalination plant in the city, features that point to a process of scientific literacy.Acesso AbertoEnsino por investigaçãoQuestões sociocientíficasAlfabetização científicamasterThesisCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA