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
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Outros Autores: | |
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. |
id |
UCS-4_4b7049f10c4a96f4078e8eccd3a740b1 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/1821 |
network_acronym_str |
UCS-4 |
network_name_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository_id_str |
|
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) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
_version_ |
1799306130680184832 |