Design Thinking as a teaching and learning strategy: contributions and limitations in an approach involving global warming with high school chemistry students
Design Thinking, Active methodologies, Climate change.
Climate change is a topic that has been discussed and is a central theme of major national and international debates, emphasizing the growing concern with sustainable development. Design Thinking (DT) is an active methodology capable of inserting this topic in the classroom as it is capable of developing engagement, autonomy, empathy and critical thinking in students. Therefore, considering the relevance of talking about climate change in the classroom and the insertion of Design Thinking as a teaching and learning strategy, this study proposes to investigate the possibilities and limitations of this active methodology linked to climate change content in the classroom. classroom. Through a qualitative approach, with an exploratory objective. The research will be carried out in three steps: step 01 - Elaboration of the Design Thinking teaching strategy involving the theme of global warming, step 02 - Application of the 6 stages of Design Thinking combined with the theme of global warming in High School and step 03 - Analysis of perceptions of high school students related to the use of Design Thinking. The research will be carried out with students in the 3rd year of high school at a state school located in the municipality of Moreno – Pernambuco. It is expected that this study will contribute to research related to active methodologies in chemistry teaching, more in-depth studies in DT, as well as to the teacher's practice in the classroom.