INQUIRY-BASED TEACHING SEQUENCE (IBS) FOR UNDERSTANDING DECARBONIZATION IN SCIENCE EDUCATION: DEVELOPING CRITICAL THINKING ON CLIMATE ISSUES

Abstract

This work develops and proposes a structured program aimed at promoting decarbonization, understood as the process of systematically reducing Greenhouse Gas (GHG) emissions. Given the growing relevance of the climate crisis, debates are intensifying regarding consumption patterns, the adoption of cleaner energy sources, and the reduction of GHG emissions that directly affect climate balance. The proposal is based on the application of the Investigative Teaching Sequence (ITS) as a teaching methodology, aiming to promote a cultural and cognitive shift that favors training, engagement, and autonomy in the educational environment. The activities developed stimulate reflection, collective discussion, the construction of arguments, and the resolution of practical problems, in contrast to the traditional model of science education focused on memorization. In this way, the approach allows students not only to understand the concepts associated with decarbonization but also to experience the investigative process of constructing solutions, developing essential skills to act in the face of the challenges of the transition to a low-carbon economy.