Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v12i4.21778 |
Resumo: | Science and technology as cultural elements are embedded in the different levels of society. Education is not indifferent to this, and for this reason, the teachers must take actions in the curriculum. In this case, the conceptions and knowledge that teachers manage about the interactions between science, technology and society and as it affects the environment, in which we develop from an STS approach, become important. This article highlights the emergence of the approach to socio-scientific problems as a research problem in science teaching with an STS approach, proposing an educational strategy where models for the inclusion of socio-scientific problems are explored, using current research in pharmaceutical sciences (Nimesulide-silver complex and polymer association with chitosan: synthesis, characterization and biological evaluation), in such a way that the teacher is conceived as an investigator of his practice. The methodology was qualitative by a case study in the Bachelor of Natural Sciences program of the Universidade Federal do Pará Amazonia-Brazil in the discipline of teaching practice with an STS approach. It was configured by four stages: theoretical foundation; Analysis of research in pharmaceutical sciences; Design and development of fieldwork, and communication of experiences. The analysis of the data allowed the teachers in training to have contact with the reality of the schools and the exercise of the profession, in a space to integrate disciplinary and pedagogical knowledge, in addition to identifying planning as a research process. |
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Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approachLos problemas socio-científicos en la formación de profesores de ciencias: un medio para la construcción del conocimiento en la práctica educativa con enfoque CTSScience and technology as cultural elements are embedded in the different levels of society. Education is not indifferent to this, and for this reason, the teachers must take actions in the curriculum. In this case, the conceptions and knowledge that teachers manage about the interactions between science, technology and society and as it affects the environment, in which we develop from an STS approach, become important. This article highlights the emergence of the approach to socio-scientific problems as a research problem in science teaching with an STS approach, proposing an educational strategy where models for the inclusion of socio-scientific problems are explored, using current research in pharmaceutical sciences (Nimesulide-silver complex and polymer association with chitosan: synthesis, characterization and biological evaluation), in such a way that the teacher is conceived as an investigator of his practice. The methodology was qualitative by a case study in the Bachelor of Natural Sciences program of the Universidade Federal do Pará Amazonia-Brazil in the discipline of teaching practice with an STS approach. It was configured by four stages: theoretical foundation; Analysis of research in pharmaceutical sciences; Design and development of fieldwork, and communication of experiences. The analysis of the data allowed the teachers in training to have contact with the reality of the schools and the exercise of the profession, in a space to integrate disciplinary and pedagogical knowledge, in addition to identifying planning as a research process.La ciencia y la tecnología como elementos culturales están inmersos en los diferentes niveles de la sociedad. La educación no es indiferente a esto, y por esta razón los profesores deben realizar acciones en el currículo. En este caso, cobran importancia las concepciones y conocimientos que los profesores manejen sobre las interacciones entre la ciencia, la tecnología y la sociedad y cómo afecta el entorno en que nos desarrollamos desde un enfoque CTS. Este articulo destaca la emergencia del abordaje de problemas socio-científicos como problemática de investigación de la enseñanza de las ciencias con enfoque CTS, proponiendo una estrategia educativa donde se exploran modelos de inclusión de problemas socio-científicos, utilizando una investigación actual en ciencias farmacéuticas (Complejo de nimesulida-plata y asociación polimérica con quitosana: síntesis, caracterización y evaluación biológica), de tal manera que se conciba el maestro como investigador de su propia práctica. La metodología fue cualitativa por estudio de caso en el programa de licenciatura en ciencias naturales de la Universidade Federal do Pará Amazonia- Brasil en la disciplina de práctica docente con enfoque CTS. Estuvo configurada por cuatro etapas: fundamentación teórica; Análisis de una investigación en ciencias farmacéuticas; Diseño y desarrollo del trabajo de campo, y comunicación de experiencias. El análisis de los datos permitió a los profesores en formación tener un contacto con la realidad de las escuelas y el ejercicio de la profesión, en un espacio para integrar el conocimiento disciplinar y pedagógico, además de, identificar la planificación como un proceso de investigación.A ciência e a tecnologia como elementos culturais são integradas em diferentes níveis da sociedade. A educação não é indiferente a isso e, por esse motivo, os professores devem realizar ações no currículo. Nesse caso, são importantes as concepções e conhecimentos que os professores assumem sobre as interações entre ciência, tecnologia e sociedade e como isso afeta o ambiente em que nós desenvolvemos, a partir de uma abordagem CTS. Este artigo destaca o surgimento da abordagem dos problemas sócio científicos como temática de pesquisa no ensino de ciências com uma abordagem CTS, propondo uma estratégia educacional em que modelos para a inclusão de problemas sócio-científicos são explorados. Para isso, utiliza-se uma pesquisa atual em ciências farmacêuticas (Complexo nimesulida-prata e associação de polímeros com quitosana: síntese, caracterização e avaliação biológica), de tal maneira que o professor seja concebido como um investigador de sua própria prática num contexto atual e relevante social, científica e tecnologicamente. A metodologia foi qualitativa por estudo de caso no programa da licenciatura em ciências naturais da Universidade Federal do Pará, Amazônia- -Brasil, na disciplina de prática de ensino com abordagem CTS. A pesquisa foi composta de quatro etapas: fundamentação teórica; Análise de uma pesquisa em ciências farmacêuticas; planejamento e desenvolvimento de trabalho de campo e comunicação de experiências. A análise dos dados permitiu que os professores em formação tivessem contato com a realidade das escolas e o exercício da profissão, em um espaço para integrar conhecimentos disciplCentro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-11-16T00:00:00Zjournal articlejournal articlejournal articlejournal articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.34624/id.v12i4.21778oai:proa.ua.pt:article/21778Indagatio Didactica; Vol 12 No 4 (2020); 277-294Indagatio Didactica; Vol. 12 Núm. 4 (2020); 277-294Indagatio Didactica; Vol. 12 No 4 (2020); 277-294Indagatio Didactica; vol. 12 n.º 4 (2020); 277-2941647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://proa.ua.pt/index.php/id/article/view/21778https://doi.org/10.34624/id.v12i4.21778https://proa.ua.pt/index.php/id/article/view/21778/15937García, Leidy Yurani VillaNarvaéz, Luis Eduardo Mosquerade Brito, Licurgo PeixotoValente, José Alexandre da Silvainfo:eu-repo/semantics/openAccess2022-09-05T15:17:31ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach Los problemas socio-científicos en la formación de profesores de ciencias: un medio para la construcción del conocimiento en la práctica educativa con enfoque CTS |
title |
Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach |
spellingShingle |
Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach García, Leidy Yurani Villa |
title_short |
Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach |
title_full |
Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach |
title_fullStr |
Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach |
title_full_unstemmed |
Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach |
title_sort |
Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach |
author |
García, Leidy Yurani Villa |
author_facet |
García, Leidy Yurani Villa Narvaéz, Luis Eduardo Mosquera de Brito, Licurgo Peixoto Valente, José Alexandre da Silva |
author_role |
author |
author2 |
Narvaéz, Luis Eduardo Mosquera de Brito, Licurgo Peixoto Valente, José Alexandre da Silva |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
García, Leidy Yurani Villa Narvaéz, Luis Eduardo Mosquera de Brito, Licurgo Peixoto Valente, José Alexandre da Silva |
description |
Science and technology as cultural elements are embedded in the different levels of society. Education is not indifferent to this, and for this reason, the teachers must take actions in the curriculum. In this case, the conceptions and knowledge that teachers manage about the interactions between science, technology and society and as it affects the environment, in which we develop from an STS approach, become important. This article highlights the emergence of the approach to socio-scientific problems as a research problem in science teaching with an STS approach, proposing an educational strategy where models for the inclusion of socio-scientific problems are explored, using current research in pharmaceutical sciences (Nimesulide-silver complex and polymer association with chitosan: synthesis, characterization and biological evaluation), in such a way that the teacher is conceived as an investigator of his practice. The methodology was qualitative by a case study in the Bachelor of Natural Sciences program of the Universidade Federal do Pará Amazonia-Brazil in the discipline of teaching practice with an STS approach. It was configured by four stages: theoretical foundation; Analysis of research in pharmaceutical sciences; Design and development of fieldwork, and communication of experiences. The analysis of the data allowed the teachers in training to have contact with the reality of the schools and the exercise of the profession, in a space to integrate disciplinary and pedagogical knowledge, in addition to identifying planning as a research process. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-16T00:00:00Z |
dc.type.driver.fl_str_mv |
journal article journal article journal article journal article info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v12i4.21778 oai:proa.ua.pt:article/21778 |
url |
https://doi.org/10.34624/id.v12i4.21778 |
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oai:proa.ua.pt:article/21778 |
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spa |
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spa |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/21778 https://doi.org/10.34624/id.v12i4.21778 https://proa.ua.pt/index.php/id/article/view/21778/15937 |
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); 277-294 Indagatio Didactica; Vol. 12 Núm. 4 (2020); 277-294 Indagatio Didactica; Vol. 12 No 4 (2020); 277-294 Indagatio Didactica; vol. 12 n.º 4 (2020); 277-294 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 |
reponame_str |
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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