The STS relations in the questions of natural science of the Unesp entrance exam
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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.v15i3.31197 |
Resumo: | Although research in the field of STS Education is already quite advanced, several studies point to difficulties in implementing this approach in basic education. Some studies indicate that the discussion about the relationship between science, technology and society in initial teacher training is still incipient. Others point out that the contents prioritized in secondary education are chosen based on what is demanded in higher education entrance exams. This work is a documentary research and analyses, through Discursive Textual Analysis, how much the STS relationships are present in the questions of biology, chemistry, and physics of the first phase of the Paulista State University (Unesp) entrance exam, held in 2022 for entry in 2023. The results show that in almost half of the questions, the focus is only on science. In questions where there is some STS relationship, it appears only in an illustrative way. We conclude that the boards that prepare higher education entrance exams could contribute to strengthen STS Education in basic education if they increased the presence of social and environmental themes in the natural sciences questions of these exams. After all, the teaching of biology, chemistry, and physics at the secondary level must be considered not only to enable the continuity of studies for future scientists at the higher level, but above all to empower all students to make decisions as citizens. |
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The STS relations in the questions of natural science of the Unesp entrance examLas relaciones CTS en las preguntas de ciencias naturales del examen de ingreso a la UnespAs relações CTS nas questões de ciências da natureza do vestibular da UnespAlthough research in the field of STS Education is already quite advanced, several studies point to difficulties in implementing this approach in basic education. Some studies indicate that the discussion about the relationship between science, technology and society in initial teacher training is still incipient. Others point out that the contents prioritized in secondary education are chosen based on what is demanded in higher education entrance exams. This work is a documentary research and analyses, through Discursive Textual Analysis, how much the STS relationships are present in the questions of biology, chemistry, and physics of the first phase of the Paulista State University (Unesp) entrance exam, held in 2022 for entry in 2023. The results show that in almost half of the questions, the focus is only on science. In questions where there is some STS relationship, it appears only in an illustrative way. We conclude that the boards that prepare higher education entrance exams could contribute to strengthen STS Education in basic education if they increased the presence of social and environmental themes in the natural sciences questions of these exams. After all, the teaching of biology, chemistry, and physics at the secondary level must be considered not only to enable the continuity of studies for future scientists at the higher level, but above all to empower all students to make decisions as citizens.Aunque la investigación en el campo de la Educación CTS ya está bastante avanzada, varios estudios señalan dificultades para implementar este enfoque en la educación básica. Algunos estudios indican que la discusión sobre la relación entre ciencia, tecnología y sociedad en los cursos de formación inicial de profesores es aún incipiente. Otros señalan que los contenidos priorizados en la educación media se eligen en base a lo que se cobra en las pruebas de acceso a la educación superior. Este trabajo es una investigación documental y analiza, a través del Análisis Textual Discursivo, en qué medida las relaciones CTS están presentes en las preguntas de biología, química y física de la primera fase del examen de ingreso a la Universidad Estadual Paulista (Unesp), realizado en 2022 para ingreso en 2023. Los resultados muestran que, en casi la mitad de las preguntas, el foco está solo en la ciencia. En las preguntas donde existe alguna relación CTS, aparece solo de manera ilustrativa. Concluimos que las juntas que elaboran las pruebas de acceso a la educación superior podrían contribuir al fortalecimiento de la Educación CTS en la educación básica si aumentaran la presencia de temas sociales y ambientales en las preguntas de ciencias naturales de estas pruebas. Después de todo, la enseñanza de la biología, la química y la física en el nivel secundario debe considerarse no solo para posibilitar la continuidad de los estudios de los futuros científicos en el nivel superior, sino sobre todo para empoderar a todos los estudiantes para que tomen decisiones como ciudadanos.Embora as pesquisas no campo da Educação CTS já estejam bastante avançadas, vários estudos apontam dificuldades de implementação dessa abordagem na educação básica. Algumas pesquisas indicam que ainda é incipiente a discussão sobre as relações entre ciência, tecnologia e sociedade nos cursos de formação inicial de professores. Outras sinalizam que os conteúdos priorizados no ensino médio são escolhidos pelo que se cobra nos exames de acesso ao ensino superior. Este trabalho é uma pesquisa documental e analisa, através da Análise Textual Discursiva, o quanto as relações CTS estão presentes nas questões de biologia, química e física da prova de primeira fase do vestibular da Universidade Estadual Paulista (Unesp), realizada em 2022 para ingresso em 2023. Os resultados apontam que em quase metade das questões, o foco é apenas na ciência. Nas questões em que há alguma relação CTS, ela aparece apenas de maneira ilustrativa. Concluímos que as bancas elaboradoras de exames de acesso ao ensino superior poderiam contribuir para o fortalecimento da Educação CTS no ensino básico se ampliassem a presença de temas sociais e ambientais nas questões de ciências da natureza dessas provas. Afinal, deve-se pensar o ensino de biologia, química e física no nível médio não apenas para possibilitar a continuidade de estudos para futuros cientista no nível superior, mas sobretudo para empoderar todos os estudantes para tomadas de decisões como cidadãos.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2023-07-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v15i3.31197https://doi.org/10.34624/id.v15i3.31197Indagatio Didactica; Vol 15 No 3 (2023); 55-70Indagatio Didactica; Vol. 15 Núm. 3 (2023); 55-70Indagatio Didactica; Vol. 15 No 3 (2023); 55-70Indagatio Didactica; vol. 15 n.º 3 (2023); 55-701647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/31197https://proa.ua.pt/index.php/id/article/view/31197/22729Direitos de Autor (c) 2023 Rodrigo Bastos Cunhahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCunha, Rodrigo Bastos2023-09-22T10:19:28Zoai:proa.ua.pt:article/31197Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:33.208589Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The STS relations in the questions of natural science of the Unesp entrance exam Las relaciones CTS en las preguntas de ciencias naturales del examen de ingreso a la Unesp As relações CTS nas questões de ciências da natureza do vestibular da Unesp |
title |
The STS relations in the questions of natural science of the Unesp entrance exam |
spellingShingle |
The STS relations in the questions of natural science of the Unesp entrance exam Cunha, Rodrigo Bastos |
title_short |
The STS relations in the questions of natural science of the Unesp entrance exam |
title_full |
The STS relations in the questions of natural science of the Unesp entrance exam |
title_fullStr |
The STS relations in the questions of natural science of the Unesp entrance exam |
title_full_unstemmed |
The STS relations in the questions of natural science of the Unesp entrance exam |
title_sort |
The STS relations in the questions of natural science of the Unesp entrance exam |
author |
Cunha, Rodrigo Bastos |
author_facet |
Cunha, Rodrigo Bastos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cunha, Rodrigo Bastos |
description |
Although research in the field of STS Education is already quite advanced, several studies point to difficulties in implementing this approach in basic education. Some studies indicate that the discussion about the relationship between science, technology and society in initial teacher training is still incipient. Others point out that the contents prioritized in secondary education are chosen based on what is demanded in higher education entrance exams. This work is a documentary research and analyses, through Discursive Textual Analysis, how much the STS relationships are present in the questions of biology, chemistry, and physics of the first phase of the Paulista State University (Unesp) entrance exam, held in 2022 for entry in 2023. The results show that in almost half of the questions, the focus is only on science. In questions where there is some STS relationship, it appears only in an illustrative way. We conclude that the boards that prepare higher education entrance exams could contribute to strengthen STS Education in basic education if they increased the presence of social and environmental themes in the natural sciences questions of these exams. After all, the teaching of biology, chemistry, and physics at the secondary level must be considered not only to enable the continuity of studies for future scientists at the higher level, but above all to empower all students to make decisions as citizens. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v15i3.31197 https://doi.org/10.34624/id.v15i3.31197 |
url |
https://doi.org/10.34624/id.v15i3.31197 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/31197 https://proa.ua.pt/index.php/id/article/view/31197/22729 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2023 Rodrigo Bastos Cunha http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2023 Rodrigo Bastos Cunha http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 15 No 3 (2023); 55-70 Indagatio Didactica; Vol. 15 Núm. 3 (2023); 55-70 Indagatio Didactica; Vol. 15 No 3 (2023); 55-70 Indagatio Didactica; vol. 15 n.º 3 (2023); 55-70 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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