Development of STS approaches by students of a Science Degree

• Autor(a) principal: Aragão, Susan Bruna Carneiro
• Data de Publicação: 2016
• Outros Autores: Forato, Thaís Cyrino De Mello, Martorano, Simone Alves De Assis, Borges, Danielle Beatriz De Sousa
• 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.v8i1.3364

This paper analyzes the CTS approach to proposals for High School Science classes developed by prospective teachers of a Brazilian public University. The teacher education occurred during the disciplines of Teaching Practice of Chemistry and Physics, in 2015. In this course, prospective teachers developed class plan as a training proposal, based on Science, Technology and Society approach (STS) for Brazilian High School Science class. The analysis was based on Lufti ‘s categories of contextualization, assessing whether the proposals were limited to only motivate or illustrate; or problematize and integrate scientific concepts with social and technological issues; if excluded environmental issues economic, social and political, or, if they did emerge the extraordinary. The analysis was complemented by assumptions of qualitative research methodology for data extracted from teachers’ and researcher’s field notes who accompanied the discipline. The results indicate some proposals favoring scientific content explaining everyday facts, but without relating them to the social issues. Still others brought scientific content and superficially explored more social, political, technological or economical issues. Another group showed better balance between scientific, social, and technological content, using scientific knowledge for dealing with issues in the light of social and technological context. It was also noted that the categories of Lufti are not sufficient for a broader analysis of prospective teachers learning as there are elements of the educational process that they are not geared to contemplate. The results made it possible to review some aspects of the discipline.