“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
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.v12i4.21799 |
Resumo: | This article seeks to identify the presence of Socioscientific Issues (SSI) during the teaching trajectory of a professor of natural sciences. Through a qualitative narrative research, we highlight the historical character of teacher education and science teaching and its challenges, reflecting on the practice in initial and continuing education and on the place of the teacher and scientist within the context of schools, students and science classes. The research resulted in the perception of the inadequacy of initial teacher education considering the social commitment of education and science and, also, in the identification of the lack of approaches on SSI in the initial education of the teacher. Thereby, on a critical perception of the educator’s social function, aligned with STS teaching, and, through the development of research, we concluded that this proved to be a process of rethinking the practice itself for the participants, of analyzing the initial and continuing education and we point out the SSI as a potential to promote debates for the development of a transformative education, which aims at the autonomy and criticality of students. |
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“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory“A ciência pela tangente”: Possibilidades do ensino de ciências e as questões sociocientíficas quanto à trajetória docenteThis article seeks to identify the presence of Socioscientific Issues (SSI) during the teaching trajectory of a professor of natural sciences. Through a qualitative narrative research, we highlight the historical character of teacher education and science teaching and its challenges, reflecting on the practice in initial and continuing education and on the place of the teacher and scientist within the context of schools, students and science classes. The research resulted in the perception of the inadequacy of initial teacher education considering the social commitment of education and science and, also, in the identification of the lack of approaches on SSI in the initial education of the teacher. Thereby, on a critical perception of the educator’s social function, aligned with STS teaching, and, through the development of research, we concluded that this proved to be a process of rethinking the practice itself for the participants, of analyzing the initial and continuing education and we point out the SSI as a potential to promote debates for the development of a transformative education, which aims at the autonomy and criticality of students.Este artículo busca identificar la presencia de Cuestiones Sociocientíficas (CSC) durante la trayectoria docente de un profesor de ciencias naturales. Por medio de una investigación narrativa cualitativa, destacamos el carácter histórico de la formación del profesorado y la enseñanza de las ciencias y sus desafíos, reflexionando sobre la práctica en la educación inicial y continua y sobre el lugar del maestro y el científico en el contexto de las escuelas, los estudiantes y las clases de ciencias. La investigación resultó en la percepción de la inadecuación de la formación inicial considerando el compromiso social de la educación y la ciencia y, también, en la identificación de la falta de enfoques de CSC en la formación inicial del maestro. Por lo tanto, en una percepción crítica de la función social del educador, en línea con la enseñanza de CTS y, a través del desarrollo de la investigación, llegamos a la conclusión de que esto resultó ser un proceso de repensar la práctica en sí para los participantes, de analizar la formación inicial y continua y señalamos las CSC como potencial para promover debates para el desarrollo de una educación de transformación, que apunte a la autonomía y la criticidad de los estudiantes.O presente artigo busca identificar a presença de Questões Sociocientíficas (QSC) durante a trajetória docente de um professor de ciências naturais. Por meio de uma pesquisa qualitativa narrativa, ressaltamos o caráter histórico da formação de professores e o ensino de ciências e seus desafios, fazendo reflexões sobre a prática na formação inicial e continuada e sobre o lugar do professor e cientista dentro do contexto das escolas, dos alunos e das aulas de ciência. A pesquisa resultou na percepção da inadequação da formação inicial considerando o compromisso social da educação e da ciência e, também, na identificação da falta de abordagens sobre QSC na formação inicial do docente. Desse modo, sobre uma percepção crítica sobre a função social do educador, alinhada ao ensino CTS, e, por meio do desenvolvimento da pesquisa, concluímos que esta se mostrou um processo de repensar a própria prática para os participantes, de análise da formação inicial e continuada e apontamos as QSC como potencialidade para promover debates para o desenvolvimento de uma educação transformadora, que objetive a autonomia e criticidade dos estudantes.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-11-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v12i4.21799https://doi.org/10.34624/id.v12i4.21799Indagatio Didactica; Vol 12 No 4 (2020); 349-362Indagatio Didactica; Vol. 12 Núm. 4 (2020); 349-362Indagatio Didactica; Vol. 12 No 4 (2020); 349-362Indagatio Didactica; vol. 12 n.º 4 (2020); 349-3621647-3582reponame: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/21799https://proa.ua.pt/index.php/id/article/view/21799/15952Brito, Ariel LimaCosta, Natália Cristine Carlosinfo:eu-repo/semantics/openAccess2023-09-22T10:19:00Zoai:proa.ua.pt:article/21799Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:27.344875Repositório 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 |
“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory “A ciência pela tangente”: Possibilidades do ensino de ciências e as questões sociocientíficas quanto à trajetória docente |
title |
“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory |
spellingShingle |
“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory Brito, Ariel Lima |
title_short |
“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory |
title_full |
“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory |
title_fullStr |
“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory |
title_full_unstemmed |
“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory |
title_sort |
“Science through the tangent”: Possibilities of science teaching and socioscientific issues as for the teaching trajectory |
author |
Brito, Ariel Lima |
author_facet |
Brito, Ariel Lima Costa, Natália Cristine Carlos |
author_role |
author |
author2 |
Costa, Natália Cristine Carlos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Brito, Ariel Lima Costa, Natália Cristine Carlos |
description |
This article seeks to identify the presence of Socioscientific Issues (SSI) during the teaching trajectory of a professor of natural sciences. Through a qualitative narrative research, we highlight the historical character of teacher education and science teaching and its challenges, reflecting on the practice in initial and continuing education and on the place of the teacher and scientist within the context of schools, students and science classes. The research resulted in the perception of the inadequacy of initial teacher education considering the social commitment of education and science and, also, in the identification of the lack of approaches on SSI in the initial education of the teacher. Thereby, on a critical perception of the educator’s social function, aligned with STS teaching, and, through the development of research, we concluded that this proved to be a process of rethinking the practice itself for the participants, of analyzing the initial and continuing education and we point out the SSI as a potential to promote debates for the development of a transformative education, which aims at the autonomy and criticality of students. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-16 |
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.v12i4.21799 https://doi.org/10.34624/id.v12i4.21799 |
url |
https://doi.org/10.34624/id.v12i4.21799 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/21799 https://proa.ua.pt/index.php/id/article/view/21799/15952 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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 12 No 4 (2020); 349-362 Indagatio Didactica; Vol. 12 Núm. 4 (2020); 349-362 Indagatio Didactica; Vol. 12 No 4 (2020); 349-362 Indagatio Didactica; vol. 12 n.º 4 (2020); 349-362 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 |
reponame_str |
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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