The teacher's movements toward the use of science communication in the classroom: a model from the activity theory
The science communication (SC) is one of the means that the science teacher can use to foster teaching activities. However, it is noteworthy that the SC is produced to meet the communications needs between the science culture and the society, and the school is not a presumed address to science commu...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Repositório Institucional da UFMG |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufmg.br:1843/76524 |
| Acceso en línea: | http://hdl.handle.net/1843/76524 |
| Access Level: | acceso abierto |
| Palabra clave: | Divulgação científica Ciência - Estudo e ensino Formação de professores |
| Sumario: | The science communication (SC) is one of the means that the science teacher can use to foster teaching activities. However, it is noteworthy that the SC is produced to meet the communications needs between the science culture and the society, and the school is not a presumed address to science communication. Thus, in order for science teachers to use SC in teaching activities, they need to appropriate it and adapt it to educational proposes. This paper presents a model that aims to understand the teacher’s movements for using science communication in the classroom. Grounded on the activity theory, it analyzes from the system of activities approach how the teacher interacts with the SC. The results highlight four systems of activities in which science teachers act, their interactions and unfoldings, which are classified in three hierarchical levels. |
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