Abstract:

Science education is undergoing significant changes, and the year 2023 marked the beginning of the International Year of Basic Science for Development, which aims to promote projects focused on sustainable processes. These actions have emerged as global trends in various sectors. The 2030 Agenda for Sustainable Development [1] presents 17 Sustainable Development Goals with 169 targets to be achieved globally by 2030 [2]. In line with the SDGs, the authors propose a didactic sequence for science education focused on the content of electrolysis.
The research aims to verify the understanding of high school students in a Brazilian regarding conceptual, procedural, and attitudinal contents through the proposed approaches. The data will be collected from these proposals and subsequently analyzed.
The research methodology and production of this proposal involved literature review by searching for articles with the keywords: Science Education, National Common Curricular Base, Sustainability, Electrolysis. The didactic sequence approach was based on the analysis of the work by [3], which proposes the use of the three pedagogical moments. This approach was combined with the Science, Technology, and Society learning cycle proposed by [4].
During the classes, various aspects related to dam breaches, their social and environmental consequences, are addressed. Videos are used to show the impacts caused by the rupture of the Fundão dam in Mariana (MG), in order to promote reflection on the severity of this phenomenon. The reading of an article on impurities in the mud of the Brumadinho dam and the health risks is also conducted, followed by a discussion on the metallic cations present in mining waste, their forms of contamination, and their effects on the body.
The study of electrolytic processes is relevant because it can be applied to recover metals present in waste, minimizing environmental impacts and, consequently, social impacts [7]. Students are challenged to propose solutions for using this method on a large scale in order to reduce environmental impacts and contribute to sustainable mining.
According to [5], it is important to emphasize the understanding of scientific concepts and their application in everyday situations, as well as to develop students' scientific investigation skills. By addressing sustainability in science classes, students can understand the interdependence between natural and social systems, as well as the importance of sustainable practices for the preservation of natural resources and the balance of the planet [6].

References:
[1] Nações Unidas, Brasil, 2023.
[2] M. M. Corrêa and P. A. Ashley, Desenvolvimento Sustentável, Sustentabilidade, Educação Ambiental e Educação para o Desenvolvimento Sustentável: Reflexões para o Ensino de graduação, Revista Eletrônica do Mestrado em Educação Ambiental, vol. 35, no.1, p.92-111, 2018.
[3] D. Delizoicov, J. A. Angotti and M. M. C. A. Pernambuco. Ensino de Ciências: fundamentos e métodos, São Paulo: Cortez, 2022.
[4] G.S. AIKENHEAD, “What is STS science teaching?”, Teacher’s College Press, 1994.
[5] R.W. Bybee, “Scientific and Engineering Practices in K-12 Classrooms: Understanding A Framework for K-12 Science Education”. The Science Teacher, vol.80, no.8, pp. 34-39, 2013.
[6] C. F. B. Loureiro . Educação ambiental e sustentabilidade. Cadernos de Pesquisa, vol. 46, no.159), pp. 1083-1104, 2016.
[7] C. Feldman. Fundamentos de química geral. São Paulo: Pearson, 2017.

Keywords:

Science Education, National Common Curricular Base, Sustainability, Electrolysis, STS (Science, Technology, and Society).