Resumo

SOUS, Ivanessa Castro de  e  OLIVEIRA-NUNES, Albino. Chemistry teachers' Conceptions about the Textbook and CTS Approach. Rev. Fac. Cienc. Tecnol. [online]. 2021, n.50, pp.113-130.  Epub 10-Maio-2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num50-10549.

This paper aims to identify the conceptions of five Brazilian high school teachers about the presence and need of Science-Technology-Society (CTS in Portuguese) interactions in high school Chemistry textbooks adopted by the National High School Textbook Program (PNLDEM). In order to achieve that, a semi structured interview was used, which was then analyzed following Bardin's content analysis. In the content analysis of the interviews, it was noticed that the teachers identify the importance of the concepts in question for the education of the students, and their role in situations that occur in the students' day-to-day lives. It was also noticed that most of the teachers express concern of preparing the students for the National High School Exam (ENEM), through which the students can access higher education. Another important point noticed was that only one of the five teachers interviewed identified the importance of the Science-Technology-Society interactions in high school Chemistry textbooks and their relevance to the formation of the student.

Palavras-chave : teachers' conceptions; chemistry textbooks; science; technology and society.

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