Resumo

FIRME, Ruth do Nascimento  e  MIRANDA, Raphaela Dantas. Impacts of a formative process on scientific and technological literacy of undergraduates in chemistry. Educ. quím [online]. 2020, vol.31, n.1, pp.115-126.  Epub 22-Dez-2020. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2020.1.70356.

In this study we aim to identify the impacts of a teacher training process based on practical rationality in the Scientific and Technological Literacy (STL) of Chemistry graduates. The study was developed with eight undergraduates enrolled in the Curriculum Component Instrumentation for Chemistry Teaching II of the Degree in Chemistry from a brazilian university, adopted qualitative and quantitative data approaches, and followed four methodological steps: application of questionnaire before the training process; development of the training process; reapplication of a questionnaire after process; data analysis. From the analysis, we identified impacts of the formative process in the ACT of the undergraduates, among them, we highlight the increase of the percentages of plausible conception about Science, Technology, the Science-Society relation, and the Science-Technology-Society relation and the increase of the percentage of naïve conceptions regarding the Science-Technology relation and the Technology-Society relation.

Palavras-chave : Scientific and technological literacy; nature of science and technology; conception of undergraduates in chemistry.

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