Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?

Detalhes bibliográficos
Autor(a) principal: Veneu, Fernanda Azevedo
Data de Publicação: 2021
Outros Autores: Rocha, Marcelo Borges
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/76133
Resumo: We present the results of work carried out in the classroom, during a postgraduate course whose main theme was scientific and socio-scientific controversies. The aim of this study was to survey the perceptions of Science and Mathematics teachers in basic education about controversy before and after a discipline taught in a pos-graduation program in Education, Science and Technology in Rio de Janeiro, Brazil. The differentiation between the terms is the proposal of one of the authors used as a reference for the course, with the aim of contributing to the deepening of debates on the topic. The survey was carried out in two moments: at the beginning and after the end of the course, using two very similar instruments/online materials. Here, the answers to the two first two questions are presented. Among the findings, it is noteworthy that the participants differentiated the two concepts, which does not usually happen in the literature in the area, establishing, at first, hierarchical relationships between one and the other. Controversies are part of Nature of Science (NoS) and play an important role in science education, in teacher practice, in society, in citizen education. Currently, knowing how to identify a legitimate controversy and its constituent elements, in addition to teaching others to do so, can be a way to fight denialism.
id UFSC-23_d3562ebd7916bb8d986bc5e8bf9ffd96
oai_identifier_str oai:periodicos.ufsc.br:article/76133
network_acronym_str UFSC-23
network_name_str Alexandria (Florianópolis)
repository_id_str
spelling Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?Polêmicas e controvérsias no ensino de ciências: O que pensam alguns professores da educação básica? : what do some of basic school teachers think?We present the results of work carried out in the classroom, during a postgraduate course whose main theme was scientific and socio-scientific controversies. The aim of this study was to survey the perceptions of Science and Mathematics teachers in basic education about controversy before and after a discipline taught in a pos-graduation program in Education, Science and Technology in Rio de Janeiro, Brazil. The differentiation between the terms is the proposal of one of the authors used as a reference for the course, with the aim of contributing to the deepening of debates on the topic. The survey was carried out in two moments: at the beginning and after the end of the course, using two very similar instruments/online materials. Here, the answers to the two first two questions are presented. Among the findings, it is noteworthy that the participants differentiated the two concepts, which does not usually happen in the literature in the area, establishing, at first, hierarchical relationships between one and the other. Controversies are part of Nature of Science (NoS) and play an important role in science education, in teacher practice, in society, in citizen education. Currently, knowing how to identify a legitimate controversy and its constituent elements, in addition to teaching others to do so, can be a way to fight denialism.Apresentamos, aqui, os frutos de um trabalho realizado em sala de aula, durante uma disciplina da pós-graduação que tinha, como tema principal, as controvérsias científicas e sociocientíficas. O objetivo deste estudo foi levantar as percepções dos alunos (professores de ciências e matemática da educação básica) sobre polêmica e controvérsia antes e depois de uma disciplina ministrada em um programa de pós-graduação em educação e ciência e tecnologia no Rio de Janeiro. A diferenciação entre os termos é a proposta de um dos autores utilizados como referência para o curso, com o objetivo de contribuir para o aprofundamento dos debates a respeito do tema. O levantamento foi realizado em dois momentos: no início e depois do término da disciplina, por meio de dois instrumentos/materiais online bem semelhantes. Apresentam-se, aqui, as respostas das duas primeiras perguntas dos dois. Entre os achados, destaca-se que os participantes diferenciaram os dois conceitos, o que não costuma acontecer com frequência na literatura da área, estabeleceram, em um primeiro momento, relações de hierarquia entre um e outro. As controvérsias fazem parte do que se costuma denominar natureza da ciência e têm um papel importante no ensino de ciências, na prática dos professores, na sociedade, na educação cidadã. Atualmente, saber identificar uma controvérsia legítima e seus elementos constitutivos, além de ensinar outros a fazê-lo pode ser uma saída para combater movimentos negacionistas.Universidade Federal de Santa Catarina2021-11-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/7613310.5007/1982-5153.2021.e76133Alexandria: Revista de Educação em Ciência e Tecnologia; v. 14 n. 2 (2021); 271-3041982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/76133/47611Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologiahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessVeneu, Fernanda AzevedoRocha, Marcelo Borges2021-11-16T15:23:05Zoai:periodicos.ufsc.br:article/76133Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2021-11-16T15:23:05Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?
Polêmicas e controvérsias no ensino de ciências: O que pensam alguns professores da educação básica? : what do some of basic school teachers think?
title Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?
spellingShingle Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?
Veneu, Fernanda Azevedo
title_short Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?
title_full Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?
title_fullStr Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?
title_full_unstemmed Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?
title_sort Defining polemics and controversies in the context of science teaching: what do some of basic school teachers think? what do some of basic school teachers think?
author Veneu, Fernanda Azevedo
author_facet Veneu, Fernanda Azevedo
Rocha, Marcelo Borges
author_role author
author2 Rocha, Marcelo Borges
author2_role author
dc.contributor.author.fl_str_mv Veneu, Fernanda Azevedo
Rocha, Marcelo Borges
description We present the results of work carried out in the classroom, during a postgraduate course whose main theme was scientific and socio-scientific controversies. The aim of this study was to survey the perceptions of Science and Mathematics teachers in basic education about controversy before and after a discipline taught in a pos-graduation program in Education, Science and Technology in Rio de Janeiro, Brazil. The differentiation between the terms is the proposal of one of the authors used as a reference for the course, with the aim of contributing to the deepening of debates on the topic. The survey was carried out in two moments: at the beginning and after the end of the course, using two very similar instruments/online materials. Here, the answers to the two first two questions are presented. Among the findings, it is noteworthy that the participants differentiated the two concepts, which does not usually happen in the literature in the area, establishing, at first, hierarchical relationships between one and the other. Controversies are part of Nature of Science (NoS) and play an important role in science education, in teacher practice, in society, in citizen education. Currently, knowing how to identify a legitimate controversy and its constituent elements, in addition to teaching others to do so, can be a way to fight denialism.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/76133
10.5007/1982-5153.2021.e76133
url https://periodicos.ufsc.br/index.php/alexandria/article/view/76133
identifier_str_mv 10.5007/1982-5153.2021.e76133
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/76133/47611
dc.rights.driver.fl_str_mv Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologia
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Alexandria: Revista de Educação em Ciência e Tecnologia
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 14 n. 2 (2021); 271-304
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
_version_ 1798313453994115072

Registros relacionados