The Approach of Socioscientific Issues in Science Classes of Elementary School
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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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.v11i2.6106 |
Resumo: | Socioscientific Issues consist of controversies rife with social, economic, political, environmental interests that require conscious decision-making and action, which are on the edge of ethics and social justice (Ratcliffe & Grace, 2003). However, it is fundamental to know under what conditions Socioscientific Issues are handled in the context of Science teaching in Elementary School. So, the current research questions: how is the inclusion of Socioscientific Issues by science teachers in their classes involving chemistry? Thus, this research was developed in a qualitative nature, with exploratory bias (Gil, 1999). It‘s joined the data collection, analysis of the five semi-structured interviews with science teachers who teach the ninth year of Elementary School. The analysis of the data was made through Content Analysis (Bardin, 2011). Clippings were identified in the reports of the teachers who had characteristics close to the Socioscientific Issues, that are located in five categories: Impacts of Environmental Pollution in Contemporary Society; Energy Sources as Advance and Exclusion of Minorities; Certainties and Uncertainties of Food Production; Nuclear Research – Sources of Possibilities and Negligence; and Ethical Issues at stake. The clippings dealt with themes that made possible the approach of Socioscientific Issues. However, no clipping presented all the possible suggestions for discussion on the issues that involved the covered topic. The teachers’ reports showed that their approach was made according to the idiosyncrasies of the teacher and the reality of the students, demonstrating there are indicative of autonomy. |
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The Approach of Socioscientific Issues in Science Classes of Elementary SchoolA Abordagem de Aspectos Sociocientíficos em Aulas de Ciências do Ensino FundamentalSocioscientific Issues consist of controversies rife with social, economic, political, environmental interests that require conscious decision-making and action, which are on the edge of ethics and social justice (Ratcliffe & Grace, 2003). However, it is fundamental to know under what conditions Socioscientific Issues are handled in the context of Science teaching in Elementary School. So, the current research questions: how is the inclusion of Socioscientific Issues by science teachers in their classes involving chemistry? Thus, this research was developed in a qualitative nature, with exploratory bias (Gil, 1999). It‘s joined the data collection, analysis of the five semi-structured interviews with science teachers who teach the ninth year of Elementary School. The analysis of the data was made through Content Analysis (Bardin, 2011). Clippings were identified in the reports of the teachers who had characteristics close to the Socioscientific Issues, that are located in five categories: Impacts of Environmental Pollution in Contemporary Society; Energy Sources as Advance and Exclusion of Minorities; Certainties and Uncertainties of Food Production; Nuclear Research – Sources of Possibilities and Negligence; and Ethical Issues at stake. The clippings dealt with themes that made possible the approach of Socioscientific Issues. However, no clipping presented all the possible suggestions for discussion on the issues that involved the covered topic. The teachers’ reports showed that their approach was made according to the idiosyncrasies of the teacher and the reality of the students, demonstrating there are indicative of autonomy.Los aspectos sociocientíficos consisten en controversias repletas de intereses sociales, económicos, políticos y ambientales, que demandan toma de decisión y acción conscientes, así como en las fronteras de la ética y la justicia social (Ratcliffe & Grace, 2003). Sin embargo, es fundamental saber en qué condiciones son tratados los aspectos sociocientíficos en el contexto de la Enseñanza de las Ciencias en la Enseñanza Fundamental. De este modo, la presente investigación cuestiona: ¿cómo se caracteriza la inserción de aspectos sociocientíficos, por parte de profesores de Ciencias, en sus clases involucrando contenidos químicos? Así, se desarrolló esta investigación de naturaleza cualitativa, de sesgo exploratorio (Gil, 1999). Se analizaron los datos obtenidos de cinco entrevistas semiestructuradas a profesoras de Ciencias que enseñan en el noveno año de la Enseñanza Fundamental. La apreciación de estos datos se realizó por medio del Análisis de Contenido (Bardin, 2011). Se identificaron recortes en los relatos de las profesoras que poseían características cercanas a los aspectos sociocientíficos, que se encuentran en cinco categorías: Impactos de la Contaminación Ambiental en la Sociedad Contemporánea; Fuentes Energéticas como Avance y Exclusión de Minorías; Certezas e Incertidumbres de la Producción de Alimentos; Investigaciones Nucleares – Fuentes de Posibilidades y Negligencias; y Cuestiones Éticas en Juego. Los recortes trataron de temas que posibilitan el abordaje de aspectos sociocientíficos. Sin embargo, ningún recorte presentó todas las posibles sugerencias de discusión sobre las cuestiones que involucra el tema abordado. Los relatos de los profesores evidenciaron que el abordaje de los temas fue realizado de acuerdo con las particularidades del profesor y de la realidad de los estudiantes, demostrando que existen indicios de autonomía.Aspectos sociocientíficos consistem em controvérsias repletas de interesses sociais, econômicos, políticos e ambientais, que demandam tomada de decisão e ação conscientes, bem como estão nas fronteiras da ética e da justiça social (Ratcliffe & Grace, 2003). Entretanto, é fundamental saber em que condições aspectos socioentíficos são tratados no contexto do Ensino de Ciências no Ensino Fundamental. Deste modo, a presente investigação questiona: como se caracteriza a inserção de aspectos sociocientíficos por professores de Ciências em suas aulas envolvendo conteúdos químicos? Assim, desenvolveu-se investigação em natureza qualitativa, de viés exploratório (Gil, 1999). Foram analisadas cinco entrevistas semiestruturadas com professoras de Ciências que lecionam no nono ano do Ensino Fundamental. A apreciação dos dados ocorreu por meio da Análise de Conteúdo (Bardin, 2011). Foram identificados recortes nos relatos das professoras que possuíam características próximas aos aspectos sociocientíficos, os quais se situam em cinco categorias: Impactos da Poluição Ambiental na Sociedade Contemporânea; Fontes Energéticas como Avanço e Exclusão de Minorias; Certezas e Incertezas da Produção de Alimentos; Pesquisas Nucleares – Fontes de Possibilidades e Negligências; e Questões Éticas em Jogo. Os recortes trataram de temas que possibilitaram a abordagem de aspectos sociocientíficos. Entretanto, nenhum recorte apresentou todas as possíveis sugestões de discussão sobre as questões que envolviam os temas abordados. Os relatos dos professores evidenciaram que a abordagem dos temas foi realizada de acordo com as idiossincrasias do professor e da realidade dos estudantes, demonstrando existir indicativos de autonomia.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-10-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i2.6106https://doi.org/10.34624/id.v11i2.6106Indagatio Didactica; Vol 11 No 2 (2019); 267-280Indagatio Didactica; Vol. 11 Núm. 2 (2019); 267-280Indagatio Didactica; Vol. 11 No 2 (2019); 267-280Indagatio Didactica; vol. 11 n.º 2 (2019); 267-2801647-3582reponame: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/6106https://proa.ua.pt/index.php/id/article/view/6106/4501Dacorégio, Gisa AparecidaAlves, João Amadeus Pereirainfo:eu-repo/semantics/openAccess2023-09-22T10:17:30Zoai:proa.ua.pt:article/6106Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:16.962364Repositório 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 |
The Approach of Socioscientific Issues in Science Classes of Elementary School A Abordagem de Aspectos Sociocientíficos em Aulas de Ciências do Ensino Fundamental |
title |
The Approach of Socioscientific Issues in Science Classes of Elementary School |
spellingShingle |
The Approach of Socioscientific Issues in Science Classes of Elementary School Dacorégio, Gisa Aparecida |
title_short |
The Approach of Socioscientific Issues in Science Classes of Elementary School |
title_full |
The Approach of Socioscientific Issues in Science Classes of Elementary School |
title_fullStr |
The Approach of Socioscientific Issues in Science Classes of Elementary School |
title_full_unstemmed |
The Approach of Socioscientific Issues in Science Classes of Elementary School |
title_sort |
The Approach of Socioscientific Issues in Science Classes of Elementary School |
author |
Dacorégio, Gisa Aparecida |
author_facet |
Dacorégio, Gisa Aparecida Alves, João Amadeus Pereira |
author_role |
author |
author2 |
Alves, João Amadeus Pereira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Dacorégio, Gisa Aparecida Alves, João Amadeus Pereira |
description |
Socioscientific Issues consist of controversies rife with social, economic, political, environmental interests that require conscious decision-making and action, which are on the edge of ethics and social justice (Ratcliffe & Grace, 2003). However, it is fundamental to know under what conditions Socioscientific Issues are handled in the context of Science teaching in Elementary School. So, the current research questions: how is the inclusion of Socioscientific Issues by science teachers in their classes involving chemistry? Thus, this research was developed in a qualitative nature, with exploratory bias (Gil, 1999). It‘s joined the data collection, analysis of the five semi-structured interviews with science teachers who teach the ninth year of Elementary School. The analysis of the data was made through Content Analysis (Bardin, 2011). Clippings were identified in the reports of the teachers who had characteristics close to the Socioscientific Issues, that are located in five categories: Impacts of Environmental Pollution in Contemporary Society; Energy Sources as Advance and Exclusion of Minorities; Certainties and Uncertainties of Food Production; Nuclear Research – Sources of Possibilities and Negligence; and Ethical Issues at stake. The clippings dealt with themes that made possible the approach of Socioscientific Issues. However, no clipping presented all the possible suggestions for discussion on the issues that involved the covered topic. The teachers’ reports showed that their approach was made according to the idiosyncrasies of the teacher and the reality of the students, demonstrating there are indicative of autonomy. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v11i2.6106 https://doi.org/10.34624/id.v11i2.6106 |
url |
https://doi.org/10.34624/id.v11i2.6106 |
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por |
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por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/6106 https://proa.ua.pt/index.php/id/article/view/6106/4501 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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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); 267-280 Indagatio Didactica; Vol. 11 Núm. 2 (2019); 267-280 Indagatio Didactica; Vol. 11 No 2 (2019); 267-280 Indagatio Didactica; vol. 11 n.º 2 (2019); 267-280 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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