Technology approaches on works focusing STS in the teaching of Chemistry in Brazil

Detalhes bibliográficos
Autor(a) principal: Abreu, Rosana Oliveira Dantas de
Data de Publicação: 2016
Outros Autores: Strieder, Roseline Beatriz
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.v8i1.3564
Resumo: This work intends to identify and characterize, among Brazilian academic production, different approaches to technology with focus on Science-Technology-Society (STS) developed in the teaching of Chemistry. A survey was conducted to analyze academic researches presented/published during the following Brazilian events: the National Meeting of Research on Science Education (ENPEC) and the National Meeting of Chemistry Teaching (ENEQ), as well as articles published in the Brazilian journal: New Chemistry School (QNEsc). Based on the analysis, it was possible to conclude that the academic production related to Education in Chemistry with focus on STS presents different approaches. These approaches are less critical, mostly centered on the discussion of procedures associated to experimental activities. Discussions about social and environmental implications concerning technological gadgets were also found. Critical discussions, however, were rarely found, especially those that problematize the model of technological development.
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spelling Technology approaches on works focusing STS in the teaching of Chemistry in BrazilAbordagens sobre tecnologia em trabalhos com enfoque CTS no ensino de Química no BrasilThis work intends to identify and characterize, among Brazilian academic production, different approaches to technology with focus on Science-Technology-Society (STS) developed in the teaching of Chemistry. A survey was conducted to analyze academic researches presented/published during the following Brazilian events: the National Meeting of Research on Science Education (ENPEC) and the National Meeting of Chemistry Teaching (ENEQ), as well as articles published in the Brazilian journal: New Chemistry School (QNEsc). Based on the analysis, it was possible to conclude that the academic production related to Education in Chemistry with focus on STS presents different approaches. These approaches are less critical, mostly centered on the discussion of procedures associated to experimental activities. Discussions about social and environmental implications concerning technological gadgets were also found. Critical discussions, however, were rarely found, especially those that problematize the model of technological development.Con el objetivo de identificar y caracterizar distintos planteamientos sobre la tecnología en producciones brasileñas con enfoque CTS desarrolladas en la enseñanza de Química, se realizó una investigación de los trabajos brasileños presentados/publicados en los siguientes eventos y revista: Encuentro Nacional de Investigación y Enseñanza en Ciencias (ENPEC), Encuentro Nacional de Enseñanza de Química (ENEQ) y Química Nueva en la Escuela (QNEsc). Tras el análisis de los trabajos, se verificó que estaban presentes diferentes planteamientos sobre la tecnología en los trabajos sobre la enseñanza de la Química centrados en el enfoque CTS. Se constató que todavía prevalecen enfoques poco críticos, basados en la discusión de procedimientos vinculados a la realización de actividades experimentales. Además, se observó que había recibido especial atención el debate sobre las implicaciones sociales y ambientales asociadas al uso de aparatos tecnológicos. Sin embargo, debates más críticos, como los que problematizan el modelo de desarrollo tecnológico, habían sido poco mencionados en los trabajos.Com a intenção de identificar e caracterizar diferentes abordagens sobre tecnologia, em produções brasileiras com enfoque CTS desenvolvidas no ensino de Química, foi realizado um levantamento de trabalhos brasileiros apresentados/publicados nos seguintes eventos e revista: Encontro Nacional de Pesquisa e Educação em Ciências (ENPEC), Encontro Nacional de Ensino de Química (ENEQ) e Química Nova na Escola (QNEsc). A partir da análise dos trabalhos, verificou-se que diferentes abordagens sobre tecnologia estão presentes nos trabalhos sobre ensino de Química centrados no Enfoque CTS. Constatou-se que ainda prevalecem abordagens menos críticas, voltadas à discussão de procedimentos associados à realização de atividades experimentais. Além disso, tem recebido destaque a discussão de implicações sociais e ambientais atreladas ao uso de aparatos tecnológicos. Por outro lado, discussões mais críticas, a exemplo das que problematizam o modelo de desenvolvimento tecnológico, têm sido pouco mencionadas nos trabalhos.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.v8i1.3564https://doi.org/10.34624/id.v8i1.3564Indagatio Didactica; Vol 8 No 1 (2016); 870-886Indagatio Didactica; Vol. 8 Núm. 1 (2016); 870-886Indagatio Didactica; Vol. 8 No 1 (2016); 870-886Indagatio Didactica; vol. 8 n.º 1 (2016); 870-8861647-3582reponame: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/3564https://proa.ua.pt/index.php/id/article/view/3564/2763Abreu, Rosana Oliveira Dantas deStrieder, Roseline Beatrizinfo:eu-repo/semantics/openAccess2023-09-22T10:15:31Zoai:proa.ua.pt:article/3564Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:02.639430Repositório 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 Technology approaches on works focusing STS in the teaching of Chemistry in Brazil
Abordagens sobre tecnologia em trabalhos com enfoque CTS no ensino de Química no Brasil
title Technology approaches on works focusing STS in the teaching of Chemistry in Brazil
spellingShingle Technology approaches on works focusing STS in the teaching of Chemistry in Brazil
Abreu, Rosana Oliveira Dantas de
title_short Technology approaches on works focusing STS in the teaching of Chemistry in Brazil
title_full Technology approaches on works focusing STS in the teaching of Chemistry in Brazil
title_fullStr Technology approaches on works focusing STS in the teaching of Chemistry in Brazil
title_full_unstemmed Technology approaches on works focusing STS in the teaching of Chemistry in Brazil
title_sort Technology approaches on works focusing STS in the teaching of Chemistry in Brazil
author Abreu, Rosana Oliveira Dantas de
author_facet Abreu, Rosana Oliveira Dantas de
Strieder, Roseline Beatriz
author_role author
author2 Strieder, Roseline Beatriz
author2_role author
dc.contributor.author.fl_str_mv Abreu, Rosana Oliveira Dantas de
Strieder, Roseline Beatriz
description This work intends to identify and characterize, among Brazilian academic production, different approaches to technology with focus on Science-Technology-Society (STS) developed in the teaching of Chemistry. A survey was conducted to analyze academic researches presented/published during the following Brazilian events: the National Meeting of Research on Science Education (ENPEC) and the National Meeting of Chemistry Teaching (ENEQ), as well as articles published in the Brazilian journal: New Chemistry School (QNEsc). Based on the analysis, it was possible to conclude that the academic production related to Education in Chemistry with focus on STS presents different approaches. These approaches are less critical, mostly centered on the discussion of procedures associated to experimental activities. Discussions about social and environmental implications concerning technological gadgets were also found. Critical discussions, however, were rarely found, especially those that problematize the model of technological development.
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.v8i1.3564
https://doi.org/10.34624/id.v8i1.3564
url https://doi.org/10.34624/id.v8i1.3564
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/3564
https://proa.ua.pt/index.php/id/article/view/3564/2763
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); 870-886
Indagatio Didactica; Vol. 8 Núm. 1 (2016); 870-886
Indagatio Didactica; Vol. 8 No 1 (2016); 870-886
Indagatio Didactica; vol. 8 n.º 1 (2016); 870-886
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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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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