WIND ENERGY IN SCIENCE TEACHING: A STUDY ON THE MOBILIZATION OF CRITICAL THINKING SKILLS
Wind Energy; Socioscientific Issue; Critical Thinking Skills; Science Teaching.
The state of Rio Grande do Norte stands out in the national context due to its high capacity of wind energy generation, which has driven the expansion of wind farms and caused sociocultural, economic, political, and environmental transformations in local communities. In this context, it becomes relevant to promote discussions within the educational sphere regarding these impacts. Thus, the present study aimed to evaluate whether a Socioscientific Issue (SSI) related to wind energy, incorporated into a Didactic Dequence (DS), is capable of mobilizing Critical Thinking (CT) skills, even though it was not originally designed for this purpose. This research is characterized as qualitative, configured as a case study, based on Stake (2011) and Yin (2015). The didactic sequence was applied to students from two third-year high school classes at a public school located in the city of Cruzeta/RN, Brazil. Data analysis was conducted through Content Analysis, as proposed by Bardin (2016), considering as a priori categories the critical thinking skills described in Ennis’s taxonomy. The results indicate that the questionnaire showed potential to mobilize skills related to focusing on a question and defining terms, identified as emergent categories. The mock trial activity demonstrated potential to mobilize capacities associated with value judgments and decision-making, especially in one of the classes investigated.