The STS education in teacher training and other professions

• Autor(a) principal: Porro, Silvia
• Data de Publicação: 2016
• Outros Autores: Roncaglia, Diana Inés
• 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.v8i1.3094

In this paper, we report an experience developed at the National University of Quilmes in the Department of Science and Technology (DST) and in the Department of Social Sciences (DSS), within the scope of the project TLNoS&T (Teaching and Learning about the Nature of Science and Technology). In a Chemistry II (DST) course, Chemistry History was recurrently included in various themes, and in a Natural Sciences Teaching (DSS) course, issues on the Nature of Science and Technology were explicitly taught. To investigate the effect of these teaching strategies, the opinions of students from both departments on various STS themes were analyzed through a survey containing 15 questions from QOSTS (Questionnaire of Opinions on Science, Technology and Society), applied before and after both courses. Several significant differences between ST and SS courses were found, in the pre as well as the post surveys, besides intra-group differences. In conclusion, we highlight the importance of continuing the implementation of these in-class activities that lead students to reflect on the relationship between Science, Technology and Society, since this is not something clearly perceived by future teachers, neither by future professionals in the scientific and technological fields, at the moment.