The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context

Detalhes bibliográficos
Autor(a) principal: Pezarini, Agnaldo Ronie
Data de Publicação: 2018
Outros Autores: Maciel, Maria Delourdes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1821
Resumo: How is Brazilian education constituted by CTS and Socio-scientific biases in promoting Argumentation in Science Teaching? This article aims to present the answer to this problem and, through a bibliographic survey of the academic productions from 2010 to 2018, elaborates the state of the art on the researches in our country in order to configure Brazilian education in the aforementioned premises . To do so, we used the thematic content analysis of Bardin 2006. We set the theme in front of the categories: Year of realization / publication; Institution of Higher Education of Origin; Discipline of the Science of Nature area; Thematic focus on the nature of the works, that is, whether they are empirical or theoretical; Whether the Argumentation was built or favored by STS or Socio- scientific issues; Identification of research objectives; Specific action to promote the Argumentation and the Results obtained and its relation with the Argumentation. The results point out that there is little academic production for the construction of argumentation for CTS and Socio-scientific issues, a fact that concerns us because of the expressiveness and contribution power of CTS and Sociocientific issues in the discursive character for the effectiveness of Argumentation in Science Teaching.
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spelling The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian contextO Ensino de Ciências pautado nos vieses CTS e das questões sociocientíficas para a construção da argumentação: um olhar para as pesquisas no contexto brasileiroArgumentaçãoEnsino de CiênciasCTSQuestões SociocientíficasArgumentationScience teachingCTSSocio-Scientific IssuesHow is Brazilian education constituted by CTS and Socio-scientific biases in promoting Argumentation in Science Teaching? This article aims to present the answer to this problem and, through a bibliographic survey of the academic productions from 2010 to 2018, elaborates the state of the art on the researches in our country in order to configure Brazilian education in the aforementioned premises . To do so, we used the thematic content analysis of Bardin 2006. We set the theme in front of the categories: Year of realization / publication; Institution of Higher Education of Origin; Discipline of the Science of Nature area; Thematic focus on the nature of the works, that is, whether they are empirical or theoretical; Whether the Argumentation was built or favored by STS or Socio- scientific issues; Identification of research objectives; Specific action to promote the Argumentation and the Results obtained and its relation with the Argumentation. The results point out that there is little academic production for the construction of argumentation for CTS and Socio-scientific issues, a fact that concerns us because of the expressiveness and contribution power of CTS and Sociocientific issues in the discursive character for the effectiveness of Argumentation in Science Teaching.Como está constituída a educação brasileira pelos vieses CTS e Sociocientíficos na promoção da Argumentação no Ensino de Ciências? Este artigo tem por objetivo apresentar a resposta a esta problemática e, para tanto, por meio de um levantamento bibliográfico das produções acadêmicas de 2010 a 2018, elabora o estado da arte sobre as pesquisas em nosso país afim de configurar a educação brasileira nas premissas citadas. Para tanto, recorremos a análise de conteúdo temática de Bardin 2006. Configuramos a temática frente as categorias: Ano de realização/publicação; Instituição de Ensino Superior de Origem; Disciplina da área da Ciência da Natureza; Foco temático quanto à natureza dos trabalhos, isto é, se são empíricos ou Teóricos; Se a Argumentação fora construída ou favorecida por questões CTS ou Sociocientíficas; Identificação dos objetivos das pesquisas; Ação específica para a promoção da Argumentação e os Resultados obtidos e sua relação com a Argumentação. Os resultados apontam que há pouca produção acadêmica para a construção da argumentação pelas questões CTS e Sociocientíficas, fato que nos preocupa dada a expressividade e poder de contribuição das questões CTS e Sociocientífica no caráter discursivo para a efetivação da Argumentação no Ensino de Ciências.Editora Cruzeiro do Sul2018-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/182110.26843/rencima.v9i5.1821Revista de Ensino de Ciências e Matemática; v. 9 n. 5 (2018): out./dez.; 169 - 1882179-426X10.26843/rencima.v9i5reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1821/1058https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessPezarini, Agnaldo RonieMaciel, Maria Delourdes2023-04-21T00:51:14Zoai:ojs.pkp.sfu.ca:article/1821Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T00:51:14Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context
O Ensino de Ciências pautado nos vieses CTS e das questões sociocientíficas para a construção da argumentação: um olhar para as pesquisas no contexto brasileiro
title The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context
spellingShingle The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context
Pezarini, Agnaldo Ronie
Argumentação
Ensino de Ciências
CTS
Questões Sociocientíficas
Argumentation
Science teaching
CTS
Socio-Scientific Issues
title_short The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context
title_full The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context
title_fullStr The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context
title_full_unstemmed The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context
title_sort The Teaching of Sciences based on the CTS biases and the socio-scientific questions for the construction of the Argumentation: a look at the researches in the brazilian context
author Pezarini, Agnaldo Ronie
author_facet Pezarini, Agnaldo Ronie
Maciel, Maria Delourdes
author_role author
author2 Maciel, Maria Delourdes
author2_role author
dc.contributor.author.fl_str_mv Pezarini, Agnaldo Ronie
Maciel, Maria Delourdes
dc.subject.por.fl_str_mv Argumentação
Ensino de Ciências
CTS
Questões Sociocientíficas
Argumentation
Science teaching
CTS
Socio-Scientific Issues
topic Argumentação
Ensino de Ciências
CTS
Questões Sociocientíficas
Argumentation
Science teaching
CTS
Socio-Scientific Issues
description How is Brazilian education constituted by CTS and Socio-scientific biases in promoting Argumentation in Science Teaching? This article aims to present the answer to this problem and, through a bibliographic survey of the academic productions from 2010 to 2018, elaborates the state of the art on the researches in our country in order to configure Brazilian education in the aforementioned premises . To do so, we used the thematic content analysis of Bardin 2006. We set the theme in front of the categories: Year of realization / publication; Institution of Higher Education of Origin; Discipline of the Science of Nature area; Thematic focus on the nature of the works, that is, whether they are empirical or theoretical; Whether the Argumentation was built or favored by STS or Socio- scientific issues; Identification of research objectives; Specific action to promote the Argumentation and the Results obtained and its relation with the Argumentation. The results point out that there is little academic production for the construction of argumentation for CTS and Socio-scientific issues, a fact that concerns us because of the expressiveness and contribution power of CTS and Sociocientific issues in the discursive character for the effectiveness of Argumentation in Science Teaching.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1821
10.26843/rencima.v9i5.1821
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1821
identifier_str_mv 10.26843/rencima.v9i5.1821
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1821/1058
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 9 n. 5 (2018): out./dez.; 169 - 188
2179-426X
10.26843/rencima.v9i5
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
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