Socio-scientific issues in early years of fundamental education: water theme in focus

• Autor(a) principal: Vissicaro, Suseli de Paula
• Data de Publicação: 2016
• Outros Autores: Figueirôa, Silvia Fernanda de Mendonça, Araújo, Mariana Sales de
• 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.v8i1.11775

In recent years, socio-scientific issues have been recommended for curricula focused on Science – Technology – Society, with the aim of promoting a critical education of citizens, through problematization of issues and by requiring teachers to assume a critical position. In this paper, we seek to present the outcomes of a study on the possibilities and difficulties focusing the introduction of socio-scientific issues in the first years of elementary education in Brazil. We must emphasize that no research references were found focusing this specific introduction. The main goal, here, is to discuss the possibilities and the difficulties surrounding the discussion of controversial topics, with students from 1st Fundamental Education, on the subject “water”. For this purpose, we will present results from the implementation of a didactic sequence proposed for this age group (6 to 10 year-olds) and the participants’ opinions. The outcomes highlight the increased discussion, the critical stands adopted by the students (accounting for their age group) and thedifficulties faced by the multi-disciplinary teachers when addressing these issues. However, general consensus accounts for their contribution to the students’ critical education throughout Scientific Education proposal.