Students’ concerns and interests related to socio-scientific issues

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Matheus Marques
Data de Publicação: 2020
Outros Autores: Marcondes, Maria Eunice Ribeiro
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.v12i4.21811
Resumo: Socio-scientific Issues can be used as a way to contextualize everyday situations and, through STS teaching, instigate the student to think, reflect and act on the themes proposed by the teacher in the classroom, enabling an understanding of their social reality. However, few studies attempt to identify students’ interests in learning about these topics. The objective of this work was to carry out a survey of students’ concerns and interests in relation to the various current socio-scientific issues and compare them to the results of the Relevance of Science Education (ROSE) project, through a closed questionnaire on a Likert scale. The questionnaire was applied to 200 students from the 1st and 3rd years of high school in the state of São Paulo in Brazil. The results showed that students have many concerns and interests in relation to the socio-scientific issues identified, highlighting the themes of water and food with the greatest preference of students. Knowing them can allow the teacher to plan his classes seeking to reflect on the scientific-technological, social and environmental aspects of the themes. With a view to promoting an education in which students perceive themselves to be participants in society and recognize their role in transforming social reality.
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spelling Students’ concerns and interests related to socio-scientific issuesPreocupações e Interesses de estudantes em relação a temas socio-científicosSocio-scientific Issues can be used as a way to contextualize everyday situations and, through STS teaching, instigate the student to think, reflect and act on the themes proposed by the teacher in the classroom, enabling an understanding of their social reality. However, few studies attempt to identify students’ interests in learning about these topics. The objective of this work was to carry out a survey of students’ concerns and interests in relation to the various current socio-scientific issues and compare them to the results of the Relevance of Science Education (ROSE) project, through a closed questionnaire on a Likert scale. The questionnaire was applied to 200 students from the 1st and 3rd years of high school in the state of São Paulo in Brazil. The results showed that students have many concerns and interests in relation to the socio-scientific issues identified, highlighting the themes of water and food with the greatest preference of students. Knowing them can allow the teacher to plan his classes seeking to reflect on the scientific-technological, social and environmental aspects of the themes. With a view to promoting an education in which students perceive themselves to be participants in society and recognize their role in transforming social reality.Los temas sociocientíficos se pueden utilizar como una forma de contextualizar las situaciones cotidianas y, por medio de la enseñanza CTS, incitar al alumno a pensar, reflexionar y actuar sobre los temas propuestos por el profesor en el aula, lo que permite una comprensión de su realidad social. Sin embargo, pocos estudios intentan identificar los intereses de los estudiantes en aprender sobre estos temas. De esta forma, el objetivo de este trabajo fue realizar una encuesta de las inquietudes e intereses de los estudiantes en relación con los diversos temas socio-científicos y compararlos con los resultados del proyecto Relevance of Science Education (ROSE), un cuestionario cerrado en una escala tipo Likert. El cuestionario se aplicó a 200 estudiantes de 1 ° y 3 ° año de secundaria en el estado de São Paulo en Brasil. Los resultados mostraron que los estudiantes tienen muchas preocupaciones e intereses en relación con los temas socio-científicos identificados, destacando los temas de agua y alimentos con la mayor preferencia de los estudiantes. Conocerlos puede permitir al maestro planificar sus clases buscando reflexionar sobre los aspectos científico-tecnológicos, sociales y ambientales de los temas, con el fin de promover una educación en la que los estudiantes se perciban como participantes en la sociedad y reconozcan su papel en la transformación de la realidad social.Os temas sociocientíficos podem ser utilizados como forma de contextualizar situações do cotidiano e por meio do ensino CTS, instigar o aluno a pensar, refletir e agir sobre os temas propostos pelo professor em sala de aula, possibilitando uma compreensão de sua realidade social. Porém, poucos trabalhos tentam identificar os interesses dos alunos em aprender sobre esses temas. Dessa maneira, o objetivo deste trabalho foi conhecer as preocupações e interesses dos estudantes em relação aos diversos temas sociocientíficos atuais e compara-los aos resultados do projeto Relevance of Science Education (ROSE), a partir de um instrumento construído com questões fechadas em escala do tipo Likert. O questionário foi aplicado para 200 alunos de 1º e 3º anos do Ensino Médio do Estado de São Paulo, Brasil. Os resultados demonstraram que os estudantes possuem muitas preocupações e interesses em relação aos temas sociocientíficos identificados, destacando-se os temas água e alimentos com maior preferência dos alunos. Conhece-los pode permitir ao professor planejar suas aulas buscando refletir sobre os aspectos científicos-tecnológicos, sociais e ambientais dos temas. Tendo em vista a promoção de uma educação em que os alunos percebam ser partícipes da sociedade e reconheçam seu papel na transformação da realidade social.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-11-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v12i4.21811https://doi.org/10.34624/id.v12i4.21811Indagatio Didactica; Vol 12 No 4 (2020); 421-436Indagatio Didactica; Vol. 12 Núm. 4 (2020); 421-436Indagatio Didactica; Vol. 12 No 4 (2020); 421-436Indagatio Didactica; vol. 12 n.º 4 (2020); 421-4361647-3582reponame: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/21811https://proa.ua.pt/index.php/id/article/view/21811/15964Ribeiro, Matheus MarquesMarcondes, Maria Eunice Ribeiroinfo:eu-repo/semantics/openAccess2023-09-22T10:19:01Zoai:proa.ua.pt:article/21811Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:27.516047Repositório 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 Students’ concerns and interests related to socio-scientific issues
Preocupações e Interesses de estudantes em relação a temas socio-científicos
title Students’ concerns and interests related to socio-scientific issues
spellingShingle Students’ concerns and interests related to socio-scientific issues
Ribeiro, Matheus Marques
title_short Students’ concerns and interests related to socio-scientific issues
title_full Students’ concerns and interests related to socio-scientific issues
title_fullStr Students’ concerns and interests related to socio-scientific issues
title_full_unstemmed Students’ concerns and interests related to socio-scientific issues
title_sort Students’ concerns and interests related to socio-scientific issues
author Ribeiro, Matheus Marques
author_facet Ribeiro, Matheus Marques
Marcondes, Maria Eunice Ribeiro
author_role author
author2 Marcondes, Maria Eunice Ribeiro
author2_role author
dc.contributor.author.fl_str_mv Ribeiro, Matheus Marques
Marcondes, Maria Eunice Ribeiro
description Socio-scientific Issues can be used as a way to contextualize everyday situations and, through STS teaching, instigate the student to think, reflect and act on the themes proposed by the teacher in the classroom, enabling an understanding of their social reality. However, few studies attempt to identify students’ interests in learning about these topics. The objective of this work was to carry out a survey of students’ concerns and interests in relation to the various current socio-scientific issues and compare them to the results of the Relevance of Science Education (ROSE) project, through a closed questionnaire on a Likert scale. The questionnaire was applied to 200 students from the 1st and 3rd years of high school in the state of São Paulo in Brazil. The results showed that students have many concerns and interests in relation to the socio-scientific issues identified, highlighting the themes of water and food with the greatest preference of students. Knowing them can allow the teacher to plan his classes seeking to reflect on the scientific-technological, social and environmental aspects of the themes. With a view to promoting an education in which students perceive themselves to be participants in society and recognize their role in transforming social reality.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-16
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.v12i4.21811
https://doi.org/10.34624/id.v12i4.21811
url https://doi.org/10.34624/id.v12i4.21811
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/21811
https://proa.ua.pt/index.php/id/article/view/21811/15964
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 4 (2020); 421-436
Indagatio Didactica; Vol. 12 Núm. 4 (2020); 421-436
Indagatio Didactica; Vol. 12 No 4 (2020); 421-436
Indagatio Didactica; vol. 12 n.º 4 (2020); 421-436
1647-3582
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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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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