Proposal of STS-focused activities for Chemistry teachers

• Autor(a) principal: Vasconcelos, Tomás Noel Herrera
• Data de Publicação: 2012
• Outros Autores: Maciel, Maria Delourdes, Amaral, Carmem Lucia Costa, Gama, Suely de Medeiros Onofrio, de Souza, Alexandre, Neves, Jobert de Oliveira, da Silva, Oton Café
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/415
• topic: CTS; Professores; Cursos de formação; Atividades CTS; STS; Teachers; Training courses; STS activities

Among the epistemological obstacles for the implementation of a STS (Science- Technology-Society) approach by the Chemistry teacher in the classroom are his or her conceptions on Science, and the relationship with technology and society. These conceptions are generally formed in his or her early theoretical studies. Thus, we believe it is important to investigate STS conceptions of some Chemistry teachers and propose activities based on the STS approach where teachers/students would develop didactic sequences using this approach. The proposed modality was the collaborative research- action, with a qualitative approach. Therefore, it was possible to demonstrate the importance of performing concrete actions, with activities able to provide teachers with theories and strategies for a contextualized learning, in the construction and reconstruction of knowledge and development of a critical and participative citizen. The development by teachers/students of a proposal with didactic sequence ‒ from critical thinking, discussion and authentic collaboration in activities ‒ demonstrated the importance of training courses and other ways for contextualizing the complex STS relationship in Chemistry. This research reinforces the opinion that this modality is a joint development process of the participants, of experiences exchange, critical thinking, strategies formulation and knowledge production, which can significantly improve the teaching-learning process.