A perspectiva CTS no ensino de ciências : uma investigação na formação inicial de professores

• Autor(a) principal: Santos, Andressa Barbosa dos
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4398
• topic: Formação docente; Ensino de ciências; Educação científica; Cidadania; Brasil.; Scientific education; Citizenship; Teacher training; Brazil.; Ciências Exatas e da Terra; Matemática

The Scientific education, which is accessible to all citizens, has become an increasingly important need in a contemporary society. The curriculums, with an emphasis on STS, emerge in this context with the purpose to form citizens that participates, building knowledge, skills and values. To incorporate STS elements in pedagogical practices, it is necessary that the values and conceptions are according to the teacher's conception regarding science nature, technology and their relations with society are consistent with the principles underlying the STS approach. This research is justified by the need of reconstructing concepts that guide the practice of teaching and has developed with the participation of undergraduate students of the Biological Sciences, from the state university of Paraná. An investigation has made through questionnaires, regarding the student's conceptions about their relations between Science, Technology and Society and their possible insertions on teaching Sciences. Besides that, it has been analyzed didactically sequentially proposals, suggested by the academics during the course provided by the researcher, the same as their elaborations for the regency were analyzed, in order to observe the contemplation of social issues, technological knowledge, contextualized and reflective activities. The results found demonstrated a science comprehension as a study of natural phenomena and of technology as tools and procedures, also these sciences and technologies would be interdependent, whose advancement is determined by social interests. When analyzing the sequences and didactic planning, it was possible to conclude that the academics indicate social issues related to a specific knowledge; however, they do not organize a systematic research of these issues and not even recognize them as a pedagogical guiding practice. In their classes, the graduates base most of their discussions into a conceptual field, showing some difficult time to promote interdisciplinary debates. The boundaries and challenges highlighted during the research showed the need of formative processes, which contemplate interdisciplinary projects and thoughts on new way of teaching approaches. Therefore, this work aimed to investigate the relations between Science, Technology and Society, which undergraduate students in Biological Sciences contemplate in their teaching activity. Beyond that, the development of the work provided moments of reflection, discussion and questioning about the STS approaches in science teaching, contributing to the process of training future science teachers involved in research.