Situation of Study TELEVISION: possible insertions of CTS / CTSA approach
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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.v11i2.6670 |
Resumo: | The aim of the present work was to identify situations of CTS / CTSA nature (Science, Technology, Society and Environment) in Situations of Study (SE) and to analyze how the introduction / signification of scientific concepts of chemistry, physics and biology helped to interpret and these situations. The analysis corpus was part of two meetings held by a research group with professors from the Natural Sciences area of a school of Basic Education in Brazil. These encounters were recorded and transcribed for the subsequent identification of speech episodes whose narrative was pertinent to answer the following research question: Which principles are characteristic of a CTS / CTSA situation / issue or nature, and how do they relate to the assumptions of the SE? How is the contextualization of the historical knowledge of the sciences to help understand them in the context of life, action and decision making? The results and discussions that are presented in this work, evidence contextualization forms, as well as how much the conceptual language signified in situations of nature CTS / CTSA contributes to carry out such a curricular principle. However, CTS situations can and should happen throughout SE development, and not necessarily be the starting point for defining issues and problems. Conceptual and cultural meanings are historical and every day and therefore help to understand science and technology in the sociocultural context. |
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Situation of Study TELEVISION: possible insertions of CTS / CTSA approachSituação de Estudo TELEVISÃO: possíveis inserções de enfoque CTS/CTSAThe aim of the present work was to identify situations of CTS / CTSA nature (Science, Technology, Society and Environment) in Situations of Study (SE) and to analyze how the introduction / signification of scientific concepts of chemistry, physics and biology helped to interpret and these situations. The analysis corpus was part of two meetings held by a research group with professors from the Natural Sciences area of a school of Basic Education in Brazil. These encounters were recorded and transcribed for the subsequent identification of speech episodes whose narrative was pertinent to answer the following research question: Which principles are characteristic of a CTS / CTSA situation / issue or nature, and how do they relate to the assumptions of the SE? How is the contextualization of the historical knowledge of the sciences to help understand them in the context of life, action and decision making? The results and discussions that are presented in this work, evidence contextualization forms, as well as how much the conceptual language signified in situations of nature CTS / CTSA contributes to carry out such a curricular principle. However, CTS situations can and should happen throughout SE development, and not necessarily be the starting point for defining issues and problems. Conceptual and cultural meanings are historical and every day and therefore help to understand science and technology in the sociocultural context.El presente trabajo tuvo por objetivo identificar situaciones de naturaleza CTS / CTSA (Ciencia, Tecnología, Sociedad y Ambiente) en Situaciones de Estudio (SE) y analizar cómo la introducción / significación de conceptos científicos de química, física y biología, ayudaron a interpretar y significar tales situaciones. En el marco del corpus de análisis, se realizaron dos encuentros entre un grupo de investigación y profesores del área de Ciencias de la Naturaleza de una escuela de Educación Básica, en Brasil. Estos encuentros fueron grabados y transcritos para la posterior identificación de episodios orales cuya narrativa era pertinente para responder a la siguiente pregunta de investigación: ¿Qué principios son característicos de una situación / tema o cuestión de naturaleza CTS / CTSA, y cómo se relacionan con los supuestos de la SE? ¿Cómo se da la contextualización de los conocimientos históricos de las ciencias a fin de ayudar a comprenderlos en un contexto de vida, acción y toma de decisión? Los resultados y discusiones que se presentan en este trabajo evidencian formas de contextualización, así como el lenguaje conceptual significado en situaciones de naturaleza CTS / CTSA contribuye a llevar a cabo tal principio curricular. Sin embargo, situaciones de naturaleza CTS pueden y deben suceder a lo largo del desarrollo de la SE, y no necesariamente ser el punto de partida para la definición de temas y problemas. Las significaciones conceptuales y culturales son históricas y cotidianas, y por eso mismo ayudan a comprender la ciencia y la tecnología en el contexto sociocultural.O presente trabalho teve por objetivo identificar situações de natureza CTS/CTSA (Ciência, Tecnologia, Sociedade e Ambiente) em Situações de Estudo (SE) e analisar como a introdução/significação de conceitos científicos de química, física e biologia, ajudaram a interpretar e significar tais situações. Fez parte do corpus de análise, dois encontros realizados por um grupo de pesquisa com professores da área de Ciências da Natureza de uma escola de Educação Básica, no Brasil. Esses encontros foram gravados e transcritos para a posterior identificação de episódios de fala cuja narrativa era pertinente para responder a seguinte questão de pesquisa: Que/quais princípios são característicos de uma situação/ tema ou questão de natureza CTS/CTSA, e como se relacionam com os pressupostos da SE? Como se dá a contextualização dos conhecimentos históricos das ciências a fim de ajudar a compreendê-los em contexto de vida, ação e tomada de decisão? Os resultados e discussões que são apresentados neste trabalho, evidenciam formas de contextualização, bem como o quanto a linguagem conceitual significada em situações de natureza CTS/ CTSA contribui para levar a cabo tal princípio curricular. Contudo, situações de natureza CTS podem e precisam acontecer ao longo do desenvolvimento da SE, e não necessariamente ser o ponto de partida para definição de temas e problemas. As significações conceituais e culturais são históricas e cotidianas e por isso mesmo ajudam a compreender a ciência e a tecnologia no contexto sociocultural.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-10-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i2.6670https://doi.org/10.34624/id.v11i2.6670Indagatio Didactica; Vol 11 No 2 (2019); 711-626Indagatio Didactica; Vol. 11 Núm. 2 (2019); 711-626Indagatio Didactica; Vol. 11 No 2 (2019); 711-626Indagatio Didactica; vol. 11 n.º 2 (2019); 711-6261647-3582reponame: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/6670https://proa.ua.pt/index.php/id/article/view/6670/4885Ritter, JaquelineTavares, Laís dos Santosde Oliveira, Pedro Guilherme BackesMaldaner, Otavio Aloisioinfo:eu-repo/semantics/openAccess2023-09-22T10:17:42Zoai:proa.ua.pt:article/6670Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:18.189572Repositório 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 |
Situation of Study TELEVISION: possible insertions of CTS / CTSA approach Situação de Estudo TELEVISÃO: possíveis inserções de enfoque CTS/CTSA |
title |
Situation of Study TELEVISION: possible insertions of CTS / CTSA approach |
spellingShingle |
Situation of Study TELEVISION: possible insertions of CTS / CTSA approach Ritter, Jaqueline |
title_short |
Situation of Study TELEVISION: possible insertions of CTS / CTSA approach |
title_full |
Situation of Study TELEVISION: possible insertions of CTS / CTSA approach |
title_fullStr |
Situation of Study TELEVISION: possible insertions of CTS / CTSA approach |
title_full_unstemmed |
Situation of Study TELEVISION: possible insertions of CTS / CTSA approach |
title_sort |
Situation of Study TELEVISION: possible insertions of CTS / CTSA approach |
author |
Ritter, Jaqueline |
author_facet |
Ritter, Jaqueline Tavares, Laís dos Santos de Oliveira, Pedro Guilherme Backes Maldaner, Otavio Aloisio |
author_role |
author |
author2 |
Tavares, Laís dos Santos de Oliveira, Pedro Guilherme Backes Maldaner, Otavio Aloisio |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Ritter, Jaqueline Tavares, Laís dos Santos de Oliveira, Pedro Guilherme Backes Maldaner, Otavio Aloisio |
description |
The aim of the present work was to identify situations of CTS / CTSA nature (Science, Technology, Society and Environment) in Situations of Study (SE) and to analyze how the introduction / signification of scientific concepts of chemistry, physics and biology helped to interpret and these situations. The analysis corpus was part of two meetings held by a research group with professors from the Natural Sciences area of a school of Basic Education in Brazil. These encounters were recorded and transcribed for the subsequent identification of speech episodes whose narrative was pertinent to answer the following research question: Which principles are characteristic of a CTS / CTSA situation / issue or nature, and how do they relate to the assumptions of the SE? How is the contextualization of the historical knowledge of the sciences to help understand them in the context of life, action and decision making? The results and discussions that are presented in this work, evidence contextualization forms, as well as how much the conceptual language signified in situations of nature CTS / CTSA contributes to carry out such a curricular principle. However, CTS situations can and should happen throughout SE development, and not necessarily be the starting point for defining issues and problems. Conceptual and cultural meanings are historical and every day and therefore help to understand science and technology in the sociocultural context. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-22 |
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.v11i2.6670 https://doi.org/10.34624/id.v11i2.6670 |
url |
https://doi.org/10.34624/id.v11i2.6670 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/6670 https://proa.ua.pt/index.php/id/article/view/6670/4885 |
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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 11 No 2 (2019); 711-626 Indagatio Didactica; Vol. 11 Núm. 2 (2019); 711-626 Indagatio Didactica; Vol. 11 No 2 (2019); 711-626 Indagatio Didactica; vol. 11 n.º 2 (2019); 711-626 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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