Contextualized science teaching: a webquest proposal on the concept of eutrophication in the Grande Dam of Cajazeiras-PB

Abstract

This pedagogical proposal study, of a bibliographic and qualitative nature, aimed to propose a didactic sequence based on the WebQuest methodology, applied in an interdisciplinary way to the curricular components of Science and History, focusing on the analysis of anthropic actions in the Açude Grande reservoir in Cajazeiras, Paraíba. The methodological procedures involved the selection, reading, and analysis of theoretical references in the area of ​​Environmental Education, the STS (Science, Technology, and Society) approach, and Science teaching, as well as official documents and academic productions related to the use of active methodologies in the educational context. These references supported the elaboration of the didactic sequence, organized into investigative and contextualized lessons, encompassing objectives, content, didactic resources, learning stages, and evaluation criteria. The main result is the construction of a didactic sequence based on WebQuest, which allows for the articulation between historical aspects and scientific concepts related to the physicochemical characteristics of water, such as color, turbidity, and pH. In this context, as a pedagogical product, it is proposed that students develop a digital educational campaign aimed at raising awareness about the preservation of water resources. The proposal highlights the potential of WebQuests, associated with contextualization of local reality, to promote student engagement, autonomy, and protagonism, contributing to more meaningful and integrated learning. As a limitation of the study, it should be noted that the didactic sequence has not yet been applied in the classroom, indicating the need for validation in real school contexts.