Ensino de biologia a partir de questões sociocientíficas: uma experiência com ingressantes em curso de licenciatura

This qualitative research, based on critical theory and on the research design methodology, aimed to evaluate the use of socioscientific issues as a teaching strategy that encourages the mobilization of conceptual, procedural and attitudinal dimensions of the content for biology higher education students, in a teaching sequence involving ecology, evolution and ethics. Data collection was conducted from questionnaires, daily record of field observation and audio records of group presentations in the resolution of three cases on socioscientific issues related to monoculture, antibiotics and pollination. The data were analyzed based on content analysis, considering as categories the learning objectives, based on references about ecology, evolution and ethics. From this study, we realized the potential of socioscientific issues to facilitate the mobilization of conceptual, procedural and attitudinal dimensions of contents in biology higher education, and also for the training of citizens for socio-political action, since this didactic strategy stimulates students to take an active role in addressing social and environmental problems. Also we claim that the inclusion of aspects of ethics and politics in the discussion of Science-Technology-Society-Environment relationships in science education generates important challenges.