出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：Controversy is seen as a methodological key idea in organizing and guiding the teacher’s work in the classroom. Furthermore, controversial issues represent a valuable opportunity to tackle environmental issues in Physics classes. Our research explored whether High School students recognized and understood controversies regarding the production of electrical energy on a large scale. The data were obtained in three 3rd grade High School classrooms (16-17 year old students) from a Brazilian public school. The results showed that most of the High School students who took part in this research recognized that there was a link between the production of electrical energy and some harmful effects on the environment. Our attention was drawn to the fact that some of the students’ arguments, relating to the socially acceptable levels of environmental impacts, have a catastrophic logic. It should be stressed that the inclusion of controversial issues in the classroom allows the discussion of different sorts of knowledge, besides what is strictly scientific.
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