The Maguerez Arc as a Methodology for Addressing Socio-Scientific Issues in Science Teaching

The Experience of Elementary School Teachers in Continuing Training

Abstract

This article discusses aspects of the development of a training action with Elementary School Natural Science teachers about the approach to Socioscientific Issues (SSI) using the problematization methodology with the Maguerez Arch (ArM), aiming to analyze and discuss the perception of teachers about the relevance, possibilities and challenges of this methodology for the teaching and learning process. This theme is configured as the unfolding of a research in the context of the training action, characterized as a qualitative approach, with action research procedures, having as an instrument for collecting information a questionnaire and as an analysis technique the Discursive Textual Analysis (ATD). The discussion addresses the teachers' statements through the answers obtained regarding the experience lived with this methodology during this process of continuing education and highlights the challenges and potentialities inherent to this process, associated with the approach to Socioscientific Issues. Based on the results achieved, it was concluded that, in the view of the participating Science teachers, the Maguerez Arc methodology is easy to understand, can be used in elementary school contexts, and presents great possibilities for the development of critical thinking, problem-solving skills, and the construction of concepts in science teaching.