Socio-scientific issues: origin, characteristics, perspectives and possibilities of implementation in science education from the early years of Elementary School
This essay aims at discussing the importance of socio-scientific issues as a possibility to implement a critical science teaching in the classroom, that contemplates the different opinions of the students and that broadens the understanding of the relations between science and technology, immersed i...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal do Pará (UFPA) |
| Repositorio: | Amazônia (Universidade Federal do Pará. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufpa.br:article/6589 |
| Acceso en línea: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/6589 |
| Access Level: | acceso abierto |
| Palabra clave: | socio-scientific issues; STS movement; critical teacher training questões sociocientíficas; movimento CTS; formação docente crítica |
| Sumario: | This essay aims at discussing the importance of socio-scientific issues as a possibility to implement a critical science teaching in the classroom, that contemplates the different opinions of the students and that broadens the understanding of the relations between science and technology, immersed in a dominated society by economic interests. In order to do so, it retakes the origin of this perspective of education in the Science, Technology and Society (STS) movement, explains the nature of socio-scientific issues and their presence in the media, articulated to the challenges encountered by teachers who decide to work with controversial scientific topics in their classes. Finally, it argues that it is promising the study of socio-scientific issues in science education from the early years of Elementary School |
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