Articulation between Science Communication and the Science, Technology and Society approach in the Brazilian context of Science Teaching
In the context of research into Science Teaching, studies address the potential attributed to the use of Science Communication as a resource for learning. In these, we can observe occasional discussions in which Science Communication is related to the Science, Technology and Society (STS) perspectiv...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM) |
| Repositorio: | Educitec |
| Idioma: | portugués |
| OAI Identifier: | oai:sistemascmc.ifam.edu.br:article/2257 |
| Acceso en línea: | https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/2257 |
| Access Level: | acceso abierto |
| Palabra clave: | Science Communication STS Science Teaching Divulgación Científica CTS Enseñanza de las Ciencias Divulgação Científica Ensino de Ciências |
| Sumario: | In the context of research into Science Teaching, studies address the potential attributed to the use of Science Communication as a resource for learning. In these, we can observe occasional discussions in which Science Communication is related to the Science, Technology and Society (STS) perspective. In order to deepen these discussions, this study aimed to analyze how discussions on Science Communication and the CTS approach are articulated in the Brazilian context of Science Teaching, through the analysis of articles published between 1998 and 2021. From the stages of Textual Discourse Analysis, two categories emerged: "Beyond information: The social role of the media and science communication" and "Science communication and approaches to the CTS perspective in teaching". In general, the works present reflections on the social role of the media and the dissemination of scientific knowledge, highlighting the defense of a critical bias in the use of dissemination as a teaching resource. The productions also indicate potentialities and limitations for promoting STS education in the context of formal and non-formal spaces, as well as for the training of science teachers. |
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