Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching
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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.v11i2.6199 |
Resumo: | The science teaching in Brazil, in its official documents, as well as in the official curriculum of Nature Sciences of the State of São Paulo, has as one of its objectives an education focused on citizenship. Aiming at teaching to form the student to be a citizen of the world, the terms everyday life and contextualization are used in such documents. In Chemistry teaching, the established relationships between Science-Technology-Society, characterized by the contextualization of themes of social scope, help students in their decision-making and in understanding the nature of science as a whole. Given this panorama, this research presents partial data of a master’s thesis involving 15 professors of Chemistry of High School in the state of São Paulo, who participated in a semi-structured interview and the analysis of an instrument containing 11 contextualized questions, withdrawn integrally or partially of different types of evaluations. The analysis of the data collected it was made using the Content Analysis proposed by Bardin. As results, we have been able to perceive that teachers maintain superficial visions on contextualization and on CTS teaching, that is, teachers use situations of the everyday life as an example of the chemical content or as a description of facts and processes with the purpose of making their teaching more attractive to the students, not leading them to reflect, in fact, on the social themes that are being discussed. |
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Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teachingVisões de professores de Química sobre as relações entre Ciência, Tecnologia e Sociedade e suas implicações no ensinoThe science teaching in Brazil, in its official documents, as well as in the official curriculum of Nature Sciences of the State of São Paulo, has as one of its objectives an education focused on citizenship. Aiming at teaching to form the student to be a citizen of the world, the terms everyday life and contextualization are used in such documents. In Chemistry teaching, the established relationships between Science-Technology-Society, characterized by the contextualization of themes of social scope, help students in their decision-making and in understanding the nature of science as a whole. Given this panorama, this research presents partial data of a master’s thesis involving 15 professors of Chemistry of High School in the state of São Paulo, who participated in a semi-structured interview and the analysis of an instrument containing 11 contextualized questions, withdrawn integrally or partially of different types of evaluations. The analysis of the data collected it was made using the Content Analysis proposed by Bardin. As results, we have been able to perceive that teachers maintain superficial visions on contextualization and on CTS teaching, that is, teachers use situations of the everyday life as an example of the chemical content or as a description of facts and processes with the purpose of making their teaching more attractive to the students, not leading them to reflect, in fact, on the social themes that are being discussed.La enseñanza de la ciencia en Brasil, en sus documentos oficiales, así como en el currículo oficial de las Ciencias del Estado de São Paulo, tiene sus objetivos de educación centrados en la ciudadanía. Al ser una enseñanza pensada en formar al alumno para ser ciudadano del mundo, en tales documentos se utilizan los términos cotidiano y contextualización. En la investigación de la ciencia, las relaciones establecidas entre Ciencia-Tecnología-Sociedad, que se centra en la contextualización de los temas del ámbito social, ayuda a los estudiantes en su toma de decisiones y en la comprensión de la naturaleza de la ciencia. En este contexto, esta investigación presenta datos parciales de una disertación de maestría que involucró a 15 profesores de Química de la Enseñanza Secundaria en el estado de São Paulo, que participaron de una entrevista semiestructurada y del análisis de un instrumento conteniendo 11 cuestiones contextualizadas, extraídas íntegra o parcialmente de diversos tipos de evaluaciones. El análisis de los datos recolectados fue realizado con la utilización del Análisis de Contenido propuesto por Bardin. Como resultados, pudimos percibir que los profesores mantienen visiones superficiales tanto sobre contextualización como sobre enseñanza CTS, o sea, los profesores utilizan situaciones del cotidiano como ejemplificación del contenido químico o como descripción de hechos y procesos con la finalidad de hacer su enseñanza más atractiva para los alumnos pero , de hecho, no los llevan a reflexionar sobre los temas sociales que se están discutiendo.O ensino de Ciências no Brasil, em seus documentos oficiais, assim como no currículo oficial de Ciências da Natureza do Estado de São Paulo, tem como um de seus objetivos uma educação voltada para a cidadania. Visando um ensino que forme o aluno para ser cidadão do mundo, os termos cotidiano e contextualização passaram a ser utilizados em tais documentos. No ensino de Química, as relações estabelecidas entre Ciência-Tecnologia- Sociedade, caracterizadas pela contextualização de temas de âmbitos sociais, ajudam os estudantes em suas tomadas de decisões e na compreensão da natureza da ciência como um todo. Diante deste panorama, esta pesquisa apresenta dados parciais de uma dissertação de mestrado que envolveu 15 professores de Química do Ensino Médio no estado de São Paulo, que participaram de uma entrevista semiestruturada e da análise de um instrumento contendo 11 questões contextualizadas, retiradas integralmente ou parcialmente, de diversos tipos de avaliações. A análise dos dados coletados foi realizada com a utilização da Análise de Conteúdo proposta por Bardin. Como resultados, pudemos perceber que os professores mantém visões superficiais tanto sobre contextualização quanto sobre ensino CTS, ou seja, os professores utilizam situações do cotidiano como exemplificação do conteúdo químico ou como descrição de fatos e processos com a finalidade de tornar seu ensino mais atrativo para os alunos, não os levando a refletir, de fato, sobre os temas sociais que estão sendo discutidos.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-10-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i2.6199https://doi.org/10.34624/id.v11i2.6199Indagatio Didactica; Vol 11 No 2 (2019); 431-448Indagatio Didactica; Vol. 11 Núm. 2 (2019); 431-448Indagatio Didactica; Vol. 11 No 2 (2019); 431-448Indagatio Didactica; vol. 11 n.º 2 (2019); 431-4481647-3582reponame: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/6199https://proa.ua.pt/index.php/id/article/view/6199/4579Paulino, Ana Carolina de AlmeidaMarcondes, Maria Eunice Ribeiroinfo:eu-repo/semantics/openAccess2023-09-22T10:17:36Zoai:proa.ua.pt:article/6199Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:17.495769Repositório 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 |
Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching Visões de professores de Química sobre as relações entre Ciência, Tecnologia e Sociedade e suas implicações no ensino |
title |
Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching |
spellingShingle |
Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching Paulino, Ana Carolina de Almeida |
title_short |
Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching |
title_full |
Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching |
title_fullStr |
Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching |
title_full_unstemmed |
Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching |
title_sort |
Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching |
author |
Paulino, Ana Carolina de Almeida |
author_facet |
Paulino, Ana Carolina de Almeida Marcondes, Maria Eunice Ribeiro |
author_role |
author |
author2 |
Marcondes, Maria Eunice Ribeiro |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Paulino, Ana Carolina de Almeida Marcondes, Maria Eunice Ribeiro |
description |
The science teaching in Brazil, in its official documents, as well as in the official curriculum of Nature Sciences of the State of São Paulo, has as one of its objectives an education focused on citizenship. Aiming at teaching to form the student to be a citizen of the world, the terms everyday life and contextualization are used in such documents. In Chemistry teaching, the established relationships between Science-Technology-Society, characterized by the contextualization of themes of social scope, help students in their decision-making and in understanding the nature of science as a whole. Given this panorama, this research presents partial data of a master’s thesis involving 15 professors of Chemistry of High School in the state of São Paulo, who participated in a semi-structured interview and the analysis of an instrument containing 11 contextualized questions, withdrawn integrally or partially of different types of evaluations. The analysis of the data collected it was made using the Content Analysis proposed by Bardin. As results, we have been able to perceive that teachers maintain superficial visions on contextualization and on CTS teaching, that is, teachers use situations of the everyday life as an example of the chemical content or as a description of facts and processes with the purpose of making their teaching more attractive to the students, not leading them to reflect, in fact, on the social themes that are being discussed. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-16 |
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.v11i2.6199 https://doi.org/10.34624/id.v11i2.6199 |
url |
https://doi.org/10.34624/id.v11i2.6199 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/6199 https://proa.ua.pt/index.php/id/article/view/6199/4579 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
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); 431-448 Indagatio Didactica; Vol. 11 Núm. 2 (2019); 431-448 Indagatio Didactica; Vol. 11 No 2 (2019); 431-448 Indagatio Didactica; vol. 11 n.º 2 (2019); 431-448 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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