Behavior analysis teaching with the use of socioscientific issues: a case on the medicalization of life

• Autor(a) principal: Ferreira, Tiago Alfredo da Silva
• Data de Publicação: 2016
• Outros Autores: Santos, Felipe Melo Souza, Souza, Mateus de Mattos, Moura, Maurício Cardoso Borges Lacerda, Nunes-Neto, Nei de Freitas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.9853

Science education, taught according to the trend of technicalities, mere transmission of accumulated knowledge and from a decontextualized perspective on historical, philosophical and social terms, has faced various criticisms. In this context, socio-scientific issues have emerged as an alternative teaching strategy, in order to, above all, socially contextualize the scientific content both in science classes and in scientists’ education courses. This article aims to analyze and discuss the use of a socioscientific issue in Behaviour Analysis, in what concerns the mobilization of conceptual, procedural and attitudinal contents. The study focused on undergraduate degree students in Psychology in Salvador (Bahia, Brazil). Being an initial exploratory study, the socio-scientific issue consists on using a case about medicalization of life, as well as questions about that, to organize attitudinal, procedural and conceptual content, all worked on within the course. Interpretation of generated data is based on Content Analysis, which also evaluates whether the students have achieved the learning objectives of the proposed content or not. Data analysis highlights that using socio-scientific issues has enabled significant and contextualized mobilization of different content. Thus, allowing students to develop a critical and autonomous understanding of content meaning in the subject and transferring it to the social insertion of psychologists in professional, academic contexts and daily life.