The reflective teacher for CTS-based science education

Detalhes bibliográficos
Autor(a) principal: Calefi, Paulo Sérgio
Data de Publicação: 2018
Outros Autores: Fortunato, Ivan
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/43261
Resumo: This essay was woven from the research meetings promoted by the Nucleus of Transdisciplinary Studies in Teaching, Science, Culture and Environment (Nutecca, in Portuguese), in which the quest for quality teaching has become the catalyst for discussions, be they related questions to Environment & Society or our own pedagogical practices. The text presented here is a collaborative effort to organize ideas about an important concept for education, but perhaps has been popularized in a way that has trivialized it. It is the "reflective teacher", a term coined by Donald Schon at the end of the last century, which refers to the action-reflection-action triad, which should be treated as a basic aspect of the teaching profession. Specifically, our goal is to introduce the necessary discussion about the reflective teacher in science teaching andthe broader approach dealing with the Science-Technology-Society interface (CTS).
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spelling The reflective teacher for CTS-based science educationEl profesor reflexivo para la enseñanza de las ciencias con enfoque CTSO professor reflexivo para o ensino de ciências com abordagem CTS EducaçãoTecnologiaSociedadeEducationTechnologySocietyEducaciónTecnologíaSociedadThis essay was woven from the research meetings promoted by the Nucleus of Transdisciplinary Studies in Teaching, Science, Culture and Environment (Nutecca, in Portuguese), in which the quest for quality teaching has become the catalyst for discussions, be they related questions to Environment & Society or our own pedagogical practices. The text presented here is a collaborative effort to organize ideas about an important concept for education, but perhaps has been popularized in a way that has trivialized it. It is the "reflective teacher", a term coined by Donald Schon at the end of the last century, which refers to the action-reflection-action triad, which should be treated as a basic aspect of the teaching profession. Specifically, our goal is to introduce the necessary discussion about the reflective teacher in science teaching andthe broader approach dealing with the Science-Technology-Society interface (CTS).Este ensayo se basó en reuniones de investigación promovidas por el Núcleo de Estudios Transdisciplinarios en Enseñanza, Ciencia, Cultura y Medio Ambiente (Nutecca), en el que la búsqueda de una enseñanza de calidad se ha convertido en el catalizador de debates, ya sea relacionados con temas relacionados. Ambiente & Sociedade o nuestras propias prácticas pedagógicas. El texto presentado aquí es un esfuerzo de colaboración para organizar ideas sobre un concepto importante para la educación, pero quizás se popularizó de una manera que lo trivializó. Es el "maestro reflexivo", un término acuñado por Donald Schon a fines del siglo pasado, que se refiere a la tríada acción-reflexión-acción, que debe ser tratada como una piedra angular de la profesión docente. Específicamente, nuestro objetivo es introducir la discusión necesaria sobre el profesor reflexivo en la enseñanza de las ciencias y el enfoque más amplio que aborda la interfaz Ciencia-Tecnología-Sociedad (CTS).Este ensaio foi tecido a partir dos encontros de pesquisa promovidos pelo Núcleo de Estudos Transdisciplinares em Ensino, Ciência, Cultura e Ambiente (Nutecca), nos quais a busca por um ensino de qualidade têm se tornado o catalisador de discussões, sejam essas sobre questões relacionadas a Ambiente & Sociedade ou sobre nossas próprias práticas pedagógicas. O texto ora apresentado é um esforço colaborativo de organizar ideias a respeito de um conceito importante para a educação, mas que talvez tenha sido popularizado de uma forma que o banalizou. Trata-se do "professor reflexivo", termo cunhado por Donald Schon no final do século passado, que diz respeito à tríade ação-reflexão-ação, que deveria ser tratada como aspecto basilar da profissão docente. Especificamente, nosso objetivo é introduzir a necessária discussão a respeito do professor reflexivo no ensino de ciências e a abordagem mais ampla, que trata da interface Ciência-Tecnologia-Sociedade (CTS).  Universidade Federal de Uberlândia2018-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/4326110.14393/ER-v25n2a2018-11Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 474-485Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 474-485Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 474-4851983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/43261/23356Copyright (c) 2018 Ensino em Re-Vistainfo:eu-repo/semantics/openAccessCalefi, Paulo SérgioFortunato, Ivan2019-10-11T13:50:19Zoai:ojs.www.seer.ufu.br:article/43261Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-10-11T13:50:19Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv The reflective teacher for CTS-based science education
El profesor reflexivo para la enseñanza de las ciencias con enfoque CTS
O professor reflexivo para o ensino de ciências com abordagem CTS
title The reflective teacher for CTS-based science education
spellingShingle The reflective teacher for CTS-based science education
Calefi, Paulo Sérgio
Educação
Tecnologia
Sociedade
Education
Technology
Society
Educación
Tecnología
Sociedad
title_short The reflective teacher for CTS-based science education
title_full The reflective teacher for CTS-based science education
title_fullStr The reflective teacher for CTS-based science education
title_full_unstemmed The reflective teacher for CTS-based science education
title_sort The reflective teacher for CTS-based science education
author Calefi, Paulo Sérgio
author_facet Calefi, Paulo Sérgio
Fortunato, Ivan
author_role author
author2 Fortunato, Ivan
author2_role author
dc.contributor.author.fl_str_mv Calefi, Paulo Sérgio
Fortunato, Ivan
dc.subject.por.fl_str_mv Educação
Tecnologia
Sociedade
Education
Technology
Society
Educación
Tecnología
Sociedad
topic Educação
Tecnologia
Sociedade
Education
Technology
Society
Educación
Tecnología
Sociedad
description This essay was woven from the research meetings promoted by the Nucleus of Transdisciplinary Studies in Teaching, Science, Culture and Environment (Nutecca, in Portuguese), in which the quest for quality teaching has become the catalyst for discussions, be they related questions to Environment & Society or our own pedagogical practices. The text presented here is a collaborative effort to organize ideas about an important concept for education, but perhaps has been popularized in a way that has trivialized it. It is the "reflective teacher", a term coined by Donald Schon at the end of the last century, which refers to the action-reflection-action triad, which should be treated as a basic aspect of the teaching profession. Specifically, our goal is to introduce the necessary discussion about the reflective teacher in science teaching andthe broader approach dealing with the Science-Technology-Society interface (CTS).
publishDate 2018
dc.date.none.fl_str_mv 2018-08-01
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://seer.ufu.br/index.php/emrevista/article/view/43261
10.14393/ER-v25n2a2018-11
url https://seer.ufu.br/index.php/emrevista/article/view/43261
identifier_str_mv 10.14393/ER-v25n2a2018-11
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/43261/23356
dc.rights.driver.fl_str_mv Copyright (c) 2018 Ensino em Re-Vista
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Ensino em Re-Vista
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 474-485
Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 474-485
Ensino em Re-Vista; 2018: v. 25, n. 2 (maio/ag. 2018); 474-485
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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