Potentially Meaningful Teaching Units (PMTU): identifying trends and possibilities of publications that deal with PSTU and STSA approach in the field of Natural Sciences

Abstract

The present study aims to identify, in published articles, the possible relationships between Potentially Meaningful Teaching Units (PMTUs) and the STSE (Science, Technology, Society, and Environment) approach in the field of Natural Sciences, with an emphasis on Rural Schools. The bibliographic research is based on publications available in the Capes Platform database, consisting of articles written in Portuguese and covering the period from 2011 to 2021. Identifying these articles is important for assessing the studies already conducted in the field of Natural Sciences that address PMTUs and STSE, specifically in rural schools, in order to provide support for guiding future research in science education. The results obtained from the analyzed articles reveal that the relationship between the development of PMTUs based on the STSE approach enables the understanding, retention, and integrative reconciliation of Natural Sciences knowledge at all educational levels. Furthermore, they address important issues related both to the scientific aspect and to responsible social practice. They also highlight the importance of critical and reflective thinking when discussing social issues within the scientific concepts being taught. However, no article was found in the Capes database explicitly mentioning the intended relationship between Rural Schools and the development of PMTUs or aspects of Meaningful Learning Theory. Therefore, the analyses presented here regarding the relationships between Meaningful Learning Theory, PMTUs, STSE, and Rural Schools contribute to a reflection on the pedagogical possibilities in the classroom. Additionally, they emphasize the importance of understanding students as individuals integrated into the world and co-responsible for their lives and their communities.