An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues
Autor(a) principal: | |
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Data de Publicação: | 2016 |
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.v8i1.3666 |
Resumo: | Traditionally, science teaching has often been based on ‘scientistic’ assumptions, resulting in fragmented and uncritical science perspectives. Education based on socio-scientific issues (SSI) is a way of organizing curricular proposals and actions according to the assumptions of the movement Science, Technology, Society and Environment (STSE). This article aims to evaluate the mobilization of conceptual, procedural and attitudinal (CPA) contents to the collaborative construction and application of a didactic sequence focusing the socio-scientific issue (SSI) of agro-toxics, following an STSE approach. This study was conducted in a course of Agriculture, focusing on its teacher and its fifteen students. The data was collected through direct observation, field journals, discussion of texts with the supervising teacher, as well as through questionnaire surveys and semi-structured interviews. We ascribed meaning to the data based on discourse analysis. The application of the teaching sequence generated the mobilization of conceptual, procedural and attitudinal contents by the students. The SSI-based intervention, from the STSE education perspective, had a positive contribution in the participants’ political, scientific and civic development, which occurred through the mobilization of these contents and culminated in socio-political action taking. From the collaborative standpoint, we observed that while teachers feel responsible for the moral education of students, they face challenges posed by the subjects’ curricula. |
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An approach agrotoxics in a collaborative didactic sequence based on socioscientific issuesAbordagem sobre agrotóxicos em uma sequência didática colaborativa baseada em questões sociocientíficasTraditionally, science teaching has often been based on ‘scientistic’ assumptions, resulting in fragmented and uncritical science perspectives. Education based on socio-scientific issues (SSI) is a way of organizing curricular proposals and actions according to the assumptions of the movement Science, Technology, Society and Environment (STSE). This article aims to evaluate the mobilization of conceptual, procedural and attitudinal (CPA) contents to the collaborative construction and application of a didactic sequence focusing the socio-scientific issue (SSI) of agro-toxics, following an STSE approach. This study was conducted in a course of Agriculture, focusing on its teacher and its fifteen students. The data was collected through direct observation, field journals, discussion of texts with the supervising teacher, as well as through questionnaire surveys and semi-structured interviews. We ascribed meaning to the data based on discourse analysis. The application of the teaching sequence generated the mobilization of conceptual, procedural and attitudinal contents by the students. The SSI-based intervention, from the STSE education perspective, had a positive contribution in the participants’ political, scientific and civic development, which occurred through the mobilization of these contents and culminated in socio-political action taking. From the collaborative standpoint, we observed that while teachers feel responsible for the moral education of students, they face challenges posed by the subjects’ curricula.Tradicionalmente, la enseñanza de la ciencia se ha llevado a cabo sobre la base de supuestos cientificistas, y resultado de ello es la construcción de visiones fragmentadas y poco críticas de la ciencia. La educación basada en temas socio científicos es una manera de organizar las propuestas y las acciones del plan de estudios, de acuerdo con los supuestos del movimiento Ciencia, Tecnología, Sociedad y Ambiente (CTSA). Este artículo tiene como objetivo evaluar la movilización de los contenidos conceptuales, procedimentales y actitudinales en la construcción y aplicación colaborativa de una secuencia didáctica desde una perspectiva de cuestiones sociocientíficas (CSC) sobre los agrotóxicos. Este estudio se realizó en un curso técnico de agricultura, con un profesor y quince estudiantes. Los datos se recogieron a partir de la observación, notas en un diario, análisis de textos con el profesor regente y cuestionarios y entrevistas semiestructuradas. Asignamos significado a los datos obtenidos del análisis del discurso. La aplicación de la secuencia didáctica generó la movilización de los contenidos conceptuales, procedimentales y actitudinales de los estudiantes. El enfoque de CSC en el contexto de la educación CTSA contribuyó, a través de la movilización de estos contenidos, a la educación política, científica y ciudadana de los involucrados en la investigación, que culminó en la realización de acciones sociopolíticas. Desde el punto de vista de la colaboración entre el investigador y el maestro, se observa que los maestros, aunque se sienten responsables de la educación moral de los estudiantes, se enfrentan sin embargo a dificultades de un curriculum disciplinar.Tradicionalmente, o ensino de ciências vem sendo realizado com base em pressupostos muitas vezes cientificistas, resultando na construção de visões de ciência fragmentadas e acríticas. A educação baseada nas questões sociocientíficas é uma forma de organizar propostas curriculares e ações de acordo com os pressupostos do movimento ciência, tecnologia, sociedade e ambiente (CTSA). Este artigo tem por objetivo avaliar a mobilização de conteúdos conceituais, procedimentais e atitudinais na construção e na aplicação colaborativa de uma sequência didática a partir de uma Questão Sociocientífica (QSC) sobre agrotóxicos sob a perspectiva da educação CTSA. Este estudo foi realizado em um curso profissionalizante de agropecuária, com uma professora e quinze estudantes. A coleta de dados ocorreu a partir de observação, anotações em caderno de campo, discussão de textos com a professora regente e aplicação de questionários e entrevistas semiestruturadas. Atribuímos significados aos dados a partir da análise de discurso. A aplicação da sequência didática gerou a mobilização de conteúdos conceituais, procedimentais e atitudinais pelos estudantes. A abordagem da QSC no contexto da educação CTSA contribuiu, por meio da mobilização destes conteúdos, para a formação política, científica e cidadã dos envolvidos na pesquisa, culminando na realização de ações sociopolíticas. Do ponto de vista colaborativo, observamos que os professores se sentem responsáveis pela formação moral dos estudantes, no entanto, enfrentam dificuldades frente ao currículo disciplinar.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2016-07-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v8i1.3666https://doi.org/10.34624/id.v8i1.3666Indagatio Didactica; Vol 8 No 1 (2016); 1083-1097Indagatio Didactica; Vol. 8 Núm. 1 (2016); 1083-1097Indagatio Didactica; Vol. 8 No 1 (2016); 1083-1097Indagatio Didactica; vol. 8 n.º 1 (2016); 1083-10971647-3582reponame: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/3666https://proa.ua.pt/index.php/id/article/view/3666/2817Andrade, Maria Aparecida da SilvaConrado, Dália MelissaNunes-Neto, Nei de FreitasAlmeida, Rosiléia Oliveira deinfo:eu-repo/semantics/openAccess2023-09-22T10:15:39Zoai:proa.ua.pt:article/3666Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:03.231304Repositório 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 |
An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues Abordagem sobre agrotóxicos em uma sequência didática colaborativa baseada em questões sociocientíficas |
title |
An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues |
spellingShingle |
An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues Andrade, Maria Aparecida da Silva |
title_short |
An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues |
title_full |
An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues |
title_fullStr |
An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues |
title_full_unstemmed |
An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues |
title_sort |
An approach agrotoxics in a collaborative didactic sequence based on socioscientific issues |
author |
Andrade, Maria Aparecida da Silva |
author_facet |
Andrade, Maria Aparecida da Silva Conrado, Dália Melissa Nunes-Neto, Nei de Freitas Almeida, Rosiléia Oliveira de |
author_role |
author |
author2 |
Conrado, Dália Melissa Nunes-Neto, Nei de Freitas Almeida, Rosiléia Oliveira de |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Andrade, Maria Aparecida da Silva Conrado, Dália Melissa Nunes-Neto, Nei de Freitas Almeida, Rosiléia Oliveira de |
description |
Traditionally, science teaching has often been based on ‘scientistic’ assumptions, resulting in fragmented and uncritical science perspectives. Education based on socio-scientific issues (SSI) is a way of organizing curricular proposals and actions according to the assumptions of the movement Science, Technology, Society and Environment (STSE). This article aims to evaluate the mobilization of conceptual, procedural and attitudinal (CPA) contents to the collaborative construction and application of a didactic sequence focusing the socio-scientific issue (SSI) of agro-toxics, following an STSE approach. This study was conducted in a course of Agriculture, focusing on its teacher and its fifteen students. The data was collected through direct observation, field journals, discussion of texts with the supervising teacher, as well as through questionnaire surveys and semi-structured interviews. We ascribed meaning to the data based on discourse analysis. The application of the teaching sequence generated the mobilization of conceptual, procedural and attitudinal contents by the students. The SSI-based intervention, from the STSE education perspective, had a positive contribution in the participants’ political, scientific and civic development, which occurred through the mobilization of these contents and culminated in socio-political action taking. From the collaborative standpoint, we observed that while teachers feel responsible for the moral education of students, they face challenges posed by the subjects’ curricula. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-07-05 |
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.v8i1.3666 https://doi.org/10.34624/id.v8i1.3666 |
url |
https://doi.org/10.34624/id.v8i1.3666 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/3666 https://proa.ua.pt/index.php/id/article/view/3666/2817 |
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 8 No 1 (2016); 1083-1097 Indagatio Didactica; Vol. 8 Núm. 1 (2016); 1083-1097 Indagatio Didactica; Vol. 8 No 1 (2016); 1083-1097 Indagatio Didactica; vol. 8 n.º 1 (2016); 1083-1097 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) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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