Teaching and learning sequence on radioactivity based on the Science-Technology-Society (STS) perspective
This article deals with an excerpt from the dissertation of one of the authors and objective was to develop a Teaching and Learning Sequence (TLS), based on the Science-Technology-Society (STS) perspective, in the study of the content of Radioactivity, having as its structuring theme “radioactivity:...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Revista Dialogia (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/18314 |
| Acceso en línea: | https://periodicos.uninove.br/dialogia/article/view/18314 |
| Access Level: | acceso abierto |
| Palabra clave: | STS Perspective Radioactivity Teaching and learning sequence Perspectiva CTS Radioatividade Sequência de ensino e aprendizagem |
| Sumario: | This article deals with an excerpt from the dissertation of one of the authors and objective was to develop a Teaching and Learning Sequence (TLS), based on the Science-Technology-Society (STS) perspective, in the study of the content of Radioactivity, having as its structuring theme “radioactivity: risks and benefits”. We present here the TLS elaborated, based on the ideas proposed by Méheut (2005) and Méheut and Psillos (2004), and for data analysis, we used the content analysis proposed by Bardin (2016), which shows that the introduction of didactics in which the contextualization of chemical contents transcends everyday examples and extends the students' worldview to the great social issues that surround them, are fundamental. Mainly, in the content approach that presents abstraction and duality, such as radioactivity. Therefore, this work seeks to contribute to teaching proposals that involve aspects interrelated with the STS triad and in promoting critical student learning. |
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