This article presents the development, validation, application, and initial synthesis of two instruments designed to investigate high school students’ views on Chemistry and Natural Sciences, their concerns regarding socioscientific themes, and their reported actions in response to social, environmental, technological, and health-related problems. The study dialogues with the STSE approach, socioscientific themes, and research on student voice. The construction of the instruments was supported by themes identified in Chemistry textbook collections approved by PNLD/2018, the São Paulo State Curriculum, and previous instruments, such as VOSTS, ROSE, and derived questionnaires. Related instruments were developed, combining open-ended questions and Likert-type scale items, and were submitted to content and semantic appraisal by specialists, as well as to internal consistency analysis, with Cronbach’s alpha values of 0.953 and 0.870. The application took place in Minas Gerais and São Paulo, in both in-person and remote modalities. The results indicate that participants recognize the social importance of Chemistry but show low interest in scientific careers; express concerns about sustainability, health, safety, education, the economy, and violence; and report predominantly individual actions, with lower collective and political participation. It is concluded that the instruments support pedagogical diagnoses and research that articulate youth interests, socioscientific themes, and STSE practices in Science Education.
