An STS integrated approach to the curriculum: an experience in the ninth grade of Fundamental Education

• Autor(a) principal: Darronqui, Silvia Regina
• Data de Publicação: 2016
• Outros Autores: Miquelin, Awdry Feisser
• 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.v8i1.7137

This article presents the results of an action research on the issue of technologies, using an STS approach to Science teaching and learning. The leading question was: can an STS approach to the problematics of technologies facilitate the relationship between curricular content and students’ experiences? This research was conducted on approximately 120 ninth grade students from a Fundamental Education public school in Curitiba - PR - Brazil. Contrary to traditional parameters, the research methodology applied here aimed to infuse Science lessons with a new dynamic. Teaching moments (Delizoicov, 2008) were used to address curricular content and technology, by questioning and contextualizing both within students’ experiences. This research was based on Freire (1989) for a potential critical understanding of technologies, anchored in references such as: Postman (1994), Vicente (2005), Pacey (1990), and Bazzo (2011), who work with concepts like questioning-dialogue, analysis of technology and society relations. Data was collected through questionnaires, pre and post intervention; field journals and transcripts from 85 audio recorded lessons. Results show that 51% of students agreed that studying Science with technology was important for their learning; 75% said that promoting discussions about technologies in school is beneficial for society; 58% perceived technologies differently after the Science lessons; 92% agreed that technologies are resources thatcan help in the study and learning of Science. Thus, concluding, this methodology of technologies’ problematization facilitated the relationship between curriculum content and students’ experiences.