ABOUT GOALS AND CONCEPTS: SOCIOSCIENTIFIC ISSUES IN TEACHING PROPOSALS FOR BIOLOGY EDUCATION

• Autor(a) principal: Silva, Maíra Batistoni e
• Data de Publicação: 2021
• Outros Autores: Silva, Karolina Martins Almeida e, Souza, Leila Cristina Aoyama Barbosa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11782
• topic: CTSA; Objetivos Educacionais; Dimensões Conceituais; ENEBIO; STSE; Educational Objectives; Conceptual Dimensions; ENEBIO; CTSA; Objetivos Educacionales; Dimensiones Conceptuales; ENEBIO

Studies involving Socioscientific Issues (SSI) in science education have increased in the past decade. However, working with SSI in the science classroom is still a challenge due to pedagogical and curricula constrains and the scope of initial and continuing teacher education. In this work we analyze the teaching proposals with SSI in editions of the Encontro Nacional de Ensino de Biologia (2012-2018) to: i) characterize the conceptual relationship between SSI and STSE declared by the authors, ii) locate the teaching proposals in the currents of STSE Education, and iii) characterize as conceptual dimensions of the SSI in each proposal. Through content analysis of the selected data, we show that i) the authors express a relationship between SSI and STSE, although the nature of this relationship is diverse and also reveals an uncertainty about what the ISS are in the teaching context; ii) the educational objectives are linked to the STSE Education currents which consider little ethical, moral aspects and the students' engagement in socio-political actions; iii) the relationship with science and technology was the only conceptual dimension contemplated in all teaching proposals, indicating that not all SSI address social dilemma, moral controversy and decision making. Finally, we point out how approximations and divergences between academic production and didactic planning using SSI and discuss the need to deepen the theoretical frameworks of the research to contribute to the necessary construction of the SSI concept and to science teacher education.