Ensino de ciências na perspectiva CTS: concepções e práticas escolares

• Autor(a) principal: Oliveira, Thiago Batinga de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/5140
• topic: Ciências (Ensino fundamental); Ensino de ciência; Educação do adolescente; Aspectos sociais da ciência; Ciência e humanidades; Abordagem interdisciplinar do conhecimento na educação; Abordagem CTS; Interdisciplinary approach in education; Science; Science; Science and the humanities; CNPQ::OUTROS::CIENCIAS

The CTS assumptions applied to the teaching reinforce the idea of an education that aims at training for citizenship, on the basis of interrelations between science-technology-society, in a school environment of knowledge construction, individual and collective values, with the aim of fostering the criticality and making decisions on the part of students. The present study sought to recognize and track a school reality within a context where the teaching learning process had on narrowing with these assumptions in the discipline of science in elementary education. For the collection of data we seek a school unit that was well respected both in pedagogical aspect as in structural array of municipal schools of Aracaju. We check the conceptions of students as their visions of science, of classes and how they see the teacher. As the teacher, as well as monitor the implementation of its didactic sequence in loco, collect conceptions of their teaching-learning vision and its assessment of this process. Follow-up activities have been effective without claim to judgment of value or content analysis. In possession of the data, we reflect on the reports of professor and students, as well as the effective presence of CTS vision in the classroom by the teacher.