Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation
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.v12i3.20130 |
Resumo: | The present work had as objective to evaluate a didactic unit about the plastics theme regarding its framing in the criteria established by Vieira and Tenreiro-Vieira (2011) in relation to the planning of a didactic sequence through the use of different activities and teaching strategies Science-Technology-Society/Critical Thinking (STS/CT) orientation. The analysis indicated that the theme on which the activities were based presented social relevance, as it has several socio-environmental, political, economic and ethical implications. In this way, the didactic unit also made it possible for students to establish STS relationships that involve the theme, as it sought to relate, mainly, socio-environmental issues to the scientific and technological knowledge inherent to plastics. In addition, the material was developed based on questions asked by students about what they would like to know and what doubts and curiosities they had about plastics, configuring themselves as potentially of interest to students. The didactic unit presented methodological pluralism, using different teaching and learning strategies to address the theme of plastics, such as questioning, showing videos, reading texts and articles, group discussions, guided research and conducting a simulated jury. The activities also made it possible to appeal to the capacities and attitudes of critical thinking, through questioning and other activities in which students needed to investigate, identify facts, exemplify, infer conclusions and explanatory hypotheses, argue, in addition to attitudes such as respecting other points of view. Therefore, it was found that the teaching unit meets the criteria established by the authors for the development of materials with STS/CT orientation. |
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Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking OrientationAnálise de uma Unidade Didática quanto ao seu enquadramento na Orientação Ciência-Tecnologia-Sociedade e Pensamento CríticoThe present work had as objective to evaluate a didactic unit about the plastics theme regarding its framing in the criteria established by Vieira and Tenreiro-Vieira (2011) in relation to the planning of a didactic sequence through the use of different activities and teaching strategies Science-Technology-Society/Critical Thinking (STS/CT) orientation. The analysis indicated that the theme on which the activities were based presented social relevance, as it has several socio-environmental, political, economic and ethical implications. In this way, the didactic unit also made it possible for students to establish STS relationships that involve the theme, as it sought to relate, mainly, socio-environmental issues to the scientific and technological knowledge inherent to plastics. In addition, the material was developed based on questions asked by students about what they would like to know and what doubts and curiosities they had about plastics, configuring themselves as potentially of interest to students. The didactic unit presented methodological pluralism, using different teaching and learning strategies to address the theme of plastics, such as questioning, showing videos, reading texts and articles, group discussions, guided research and conducting a simulated jury. The activities also made it possible to appeal to the capacities and attitudes of critical thinking, through questioning and other activities in which students needed to investigate, identify facts, exemplify, infer conclusions and explanatory hypotheses, argue, in addition to attitudes such as respecting other points of view. Therefore, it was found that the teaching unit meets the criteria established by the authors for the development of materials with STS/CT orientation. El presente trabajo tuvo como objetivo evaluar una unidad didáctica sobre el tema de los plásticos con respecto a su estructura en los criterios establecidos por Vieira y Tenreiro-Vieira (2011) en relación con la planificación de una secuencia didáctica mediante el uso de diferentes actividades y estrategias de enseñanza y aprendizaje con orientación Ciencia-Tecnología-Sociedad/Pensamiento Critico (CTS/PC). El análisis indicó que el tema en el que se basaban las actividades presentaba relevancia social, ya que tiene varias implicaciones socio ambientales, políticas, económicas y éticas. De esta manera, la unidad didáctica también permitió a los estudiantes establecer relaciones CTS que involucran el tema, ya que buscaba relacionar, principalmente, los problemas socio ambientales con el conocimiento científico y tecnológico inherente a los plásticos. Además, el material fue desarrollado en base a preguntas hechas por los estudiantes sobre lo que les gustaría saber y las dudas y curiosidades que tenían sobre los plásticos, configurándose como potencialmente interesantes para los estudiantes. La unidad didáctica presentó pluralismo metodológico, utilizando diferentes estrategias de enseñanza y aprendizaje para abordar el tema de los plásticos, como preguntas, videos, lectura de textos y artículos, discusiones grupales, investigación guiada y realización de un jurado simulado. Las actividades también permitieron apelar a las capacidades y actitudes del pensamiento crítico, a través de preguntas y otras actividades en las que los estudiantes necesitaban investigar, identificar hechos, ejemplificar, inferir conclusiones e hipótesis explicativas, argumentar, además de actitudes como respetar otros puntos de vista. Por lo tanto, se encontró que la unidad didáctica cumple con los criterios establecidos por los autores para el desarrollo de materiales con orientación CTS/PC. O presente trabalho teve como objetivo avaliar uma unidade didática acerca da temática plásticos quanto ao seu enquadramento nos critérios estabelecidos por Vieira e Tenreiro-Vieira (2011) em relação ao planejamento de uma sequência didática por meio da utilização de diferentes atividades e estratégias de ensino-aprendizagem com orientação Ciência-Tecnologia-Sociedade/Pensamento Crítico (CTS/PC). A análise indicou que o tema em que foram baseadas as atividades apresentou relevância social, na medida em que possui diversas implicações socioambientais, políticas, econômicas e éticas. Desse modo, a unidade didática também possibilitou aos estudantes o estabelecimento das relações CTS que envolvem o tema, pois buscou relacionar, principalmente, questões socioambientais com conhecimentos científicos e tecnológicos inerentes aos plásticos. Além disso, o material foi desenvolvido com base em questionamentos realizados por estudantes a respeito do que gostariam de saber e que dúvidas e curiosidades tinham sobre os plásticos, configurando-se como potencialmente do interesse dos estudantes. A unidade didática apresentou pluralismo metodológico, valendo-se de diferentes estratégias de ensino e aprendizagem para abordar a temática dos plásticos, tal como o questionamento, a exibição de vídeos, a leitura de textos e artigos, discussões em grupo, pesquisa orientada e a realização de um júri simulado. As atividades também permitiram o apelo às capacidades e atitudes de pensamento crítico, por meio de questionamentos e outras atividades em que os estudantes precisaram de investigar, identificar fatos, exemplificar, inferir conclusões e avançar hipóteses explicativas, argumentar, além de atitudes como respeitar outros pontos de vista. Logo, constatou-se que a unidade didática atende aos critérios estabelecidos pelos autores para o desenvolvimento de materiais com orientação CTS/PC. Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-07-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v12i3.20130https://doi.org/10.34624/id.v12i3.20130Indagatio Didactica; Vol 12 No 3 (2020); 537-556Indagatio Didactica; Vol. 12 Núm. 3 (2020); 537-556Indagatio Didactica; Vol. 12 No 3 (2020); 537-556Indagatio Didactica; vol. 12 n.º 3 (2020); 537-5561647-3582reponame: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/20130https://proa.ua.pt/index.php/id/article/view/20130/14622Cher, Gabriela Gonzagada Silveira, Marcelo Pimentelinfo:eu-repo/semantics/openAccess2023-09-22T10:18:52Zoai:proa.ua.pt:article/20130Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:26.392793Repositório 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 |
Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation Análise de uma Unidade Didática quanto ao seu enquadramento na Orientação Ciência-Tecnologia-Sociedade e Pensamento Crítico |
title |
Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation |
spellingShingle |
Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation Cher, Gabriela Gonzaga |
title_short |
Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation |
title_full |
Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation |
title_fullStr |
Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation |
title_full_unstemmed |
Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation |
title_sort |
Analysis of a Didactic Unit regarding its framework Science-Technology-Society and Critical Thinking Orientation |
author |
Cher, Gabriela Gonzaga |
author_facet |
Cher, Gabriela Gonzaga da Silveira, Marcelo Pimentel |
author_role |
author |
author2 |
da Silveira, Marcelo Pimentel |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cher, Gabriela Gonzaga da Silveira, Marcelo Pimentel |
description |
The present work had as objective to evaluate a didactic unit about the plastics theme regarding its framing in the criteria established by Vieira and Tenreiro-Vieira (2011) in relation to the planning of a didactic sequence through the use of different activities and teaching strategies Science-Technology-Society/Critical Thinking (STS/CT) orientation. The analysis indicated that the theme on which the activities were based presented social relevance, as it has several socio-environmental, political, economic and ethical implications. In this way, the didactic unit also made it possible for students to establish STS relationships that involve the theme, as it sought to relate, mainly, socio-environmental issues to the scientific and technological knowledge inherent to plastics. In addition, the material was developed based on questions asked by students about what they would like to know and what doubts and curiosities they had about plastics, configuring themselves as potentially of interest to students. The didactic unit presented methodological pluralism, using different teaching and learning strategies to address the theme of plastics, such as questioning, showing videos, reading texts and articles, group discussions, guided research and conducting a simulated jury. The activities also made it possible to appeal to the capacities and attitudes of critical thinking, through questioning and other activities in which students needed to investigate, identify facts, exemplify, infer conclusions and explanatory hypotheses, argue, in addition to attitudes such as respecting other points of view. Therefore, it was found that the teaching unit meets the criteria established by the authors for the development of materials with STS/CT orientation. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-30 |
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.v12i3.20130 https://doi.org/10.34624/id.v12i3.20130 |
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https://doi.org/10.34624/id.v12i3.20130 |
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por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/20130 https://proa.ua.pt/index.php/id/article/view/20130/14622 |
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 3 (2020); 537-556 Indagatio Didactica; Vol. 12 Núm. 3 (2020); 537-556 Indagatio Didactica; Vol. 12 No 3 (2020); 537-556 Indagatio Didactica; vol. 12 n.º 3 (2020); 537-556 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 |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
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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