A química forense no ensino médio: uma análise das abordagens investigativas e suas contribuições para a aprendizagem no contexto CTS.

Abstract

Forensic Chemistry applied to inquiry-based teaching has emerged as an effective approach to making learning more contextualized, critical, and meaningful. By connecting school content to real and socially relevant situations, this strategy enhances student engagement, critical thinking, and evidence-based argumentation. This study aims to review the literature on the use of Forensic Chemistry in high school education, examining investigative practices and their contributions to learning within Science-Technology-Society (STS) contexts. The methodology consists of a qualitative Integrative Literature Review conducted in scientific journal databases, with studies selected according to predefined criteria and analyzed through systematic interpretative procedures. The results show that Forensic Chemistry has been implemented through various didactic approaches, such as case studies, investigation

3 Doutor em Química. Instituto Federal do Piauí, Campus Teresina Central. E-mail: rafael@ifpi.edu.br 2 Mestre em Ciências de Materiais. Universidade Federal de Pernambuco. E-mail: maycon.bruno@ufpe.br 1 Graduanda em Licenciatura em Química. Instituto Federal de do Piauí, Campus Teresina Central. E-mail: evelygeysyanne@gmail.com

3

simulations, contextualized experimentation, and educational games, demonstrating its potential to strengthen conceptual understanding and promote active student participation. The findings also indicate that the versatility of this approach supports critical thinking and broadens the social relevance of chemical knowledge. Although still developing in high school settings, Forensic Chemistry demonstrates growing potential as an investigative teaching resource, contributing to intentional, self-regulated, and meaningful learning aligned with contemporary educational demands.