The STS approach in science teaching in the initial grades of elementary school I

Studies about Science, Technology and Society – STS emerged in the post war period due to the concern about the effects of technological development on the society, as well as food shortage and environmental issues. The same concerns invaded Universities and reached the school context as an essent...

Descripción completa

Detalles Bibliográficos
Autores: Araujo, Cleusa Suzana Oliveira de, Cavalcante, Daniela dos Santos, Moreira, Guiana da Silva
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:Brasil
Institución:Universidade Estadual de Maringá (UEM)
Repositorio:Vitruvian Cogitationes
Idioma:portugués
OAI Identifier:oai:periodicos.uem.br/ojs:article/63590
Acceso en línea:https://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/63590
Access Level:acceso abierto
Palabra clave:Anos iniciais
CTS
Formação de professores
Primeros aí±os
Formación del profesorado
Initial years
STS
Teacher Training
id BR_de52c8d738ea207e2c801909dcf40a66
oai_identifier_str oai:periodicos.uem.br/ojs:article/63590
network_acronym_str BR
network_name_str Brasil
repository_id_str
dc.title.none.fl_str_mv The STS approach in science teaching in the initial grades of elementary school I
Un abordaje de la ciencia tecnologí­a y sociedad en la enseí±anza primaria
A abordagem CTS no ensino de ciências nas séries iniciais do ensino fundamental I
title The STS approach in science teaching in the initial grades of elementary school I
spellingShingle The STS approach in science teaching in the initial grades of elementary school I
Araujo, Cleusa Suzana Oliveira de
Anos iniciais
CTS
Formação de professores
Primeros aí±os
CTS
Formación del profesorado
Initial years
STS
Teacher Training
title_short The STS approach in science teaching in the initial grades of elementary school I
title_full The STS approach in science teaching in the initial grades of elementary school I
title_fullStr The STS approach in science teaching in the initial grades of elementary school I
title_full_unstemmed The STS approach in science teaching in the initial grades of elementary school I
title_sort The STS approach in science teaching in the initial grades of elementary school I
dc.creator.none.fl_str_mv Araujo, Cleusa Suzana Oliveira de
Cavalcante, Daniela dos Santos
Moreira, Guiana da Silva
author Araujo, Cleusa Suzana Oliveira de
author_facet Araujo, Cleusa Suzana Oliveira de
Cavalcante, Daniela dos Santos
Moreira, Guiana da Silva
author_role author
author2 Cavalcante, Daniela dos Santos
Moreira, Guiana da Silva
author2_role author
author
dc.subject.por.fl_str_mv Anos iniciais
CTS
Formação de professores
Primeros aí±os
CTS
Formación del profesorado
Initial years
STS
Teacher Training
topic Anos iniciais
CTS
Formação de professores
Primeros aí±os
CTS
Formación del profesorado
Initial years
STS
Teacher Training
description Studies about Science, Technology and Society – STS emerged in the post war period due to the concern about the effects of technological development on the society, as well as food shortage and environmental issues. The same concerns invaded Universities and reached the school context as an essential requirement for forming critical and active citizens, capable of thinking about their actions and seeking solutions for social, environmental and ethical problems. In this context, this research aims at investigating how the STS approach is being articulated while training teachers at a Public Elementary School I. The qualitative research´s main instrument was a structured questionnaire which was handed to 15 teachers who teach from 1st to fifth grades at a municipal school in Manaus, and the content analysis has shown that this approach is part of the Political-pedagogic Project – PPP. The results indicate the presence of the STS approach in official documents, in some of its elements, however, the organization does not appear to give utmost importance to it. Regarding teacher training, the need of a more specific training is clearly shown because although they teach using some of the elements of the STS approach, they do not have the theoretical knowledge that subsidizes these practices, which would bring a better outcome. Teachers´ opinions about this approach vary. They can, however, see the social issues which arise from and Science and Technology.         116     of thinking about their actions and seeking solutions for social, environmental and ethical problems. In this context, this research aims at investigating how the STS approach is being articulated while training teachers at a Public Elementary School I. The qualitative research´s main instrument was a structured questionnaire which was handed to 15 teachers who teach from 1st to fifth grades at a municipal school in Manaus, and the content analysis has shown that this approach is part of the Political-pedagogic Project – PPP. The results indicate the presence of the STS approach in official documents, in some of its elements, however, the organization does not appear to give utmost importance to it. Regarding teacher training, the need of a more specific training is clearly shown because although they teach using some of the elements of the STS approach, they do not have the theoretical knowledge that subsidizes these practices, which would bring a better outcome. Teachers´ opinions about this approach vary. They can, however, see the social issues which arise from and Science and Technology.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-16
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://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/63590
10.4025/rvc.v1i1.63590
url https://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/63590
identifier_str_mv 10.4025/rvc.v1i1.63590
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/63590/751375154193
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Vitruvian Cogitationes
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Vitruvian Cogitationes
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá - UEM
publisher.none.fl_str_mv Universidade Estadual de Maringá - UEM
dc.source.none.fl_str_mv Vitruvian Cogitationes; Vol. 1 No. 1 (2020); 116-134
Vitruvian Cogitationes; v. 1 n. 1 (2020); 116-134
2675-9616
reponame:Vitruvian Cogitationes
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Vitruvian Cogitationes
collection Vitruvian Cogitationes
repository.name.fl_str_mv Vitruvian Cogitationes - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv rvc@uem.br
_version_ 1853662414907637760
spelling The STS approach in science teaching in the initial grades of elementary school IUn abordaje de la ciencia tecnologí­a y sociedad en la enseí±anza primariaA abordagem CTS no ensino de ciências nas séries iniciais do ensino fundamental IAnos iniciaisCTSFormação de professoresPrimeros aí±osCTSFormación del profesoradoInitial yearsSTSTeacher TrainingStudies about Science, Technology and Society – STS emerged in the post war period due to the concern about the effects of technological development on the society, as well as food shortage and environmental issues. The same concerns invaded Universities and reached the school context as an essential requirement for forming critical and active citizens, capable of thinking about their actions and seeking solutions for social, environmental and ethical problems. In this context, this research aims at investigating how the STS approach is being articulated while training teachers at a Public Elementary School I. The qualitative research´s main instrument was a structured questionnaire which was handed to 15 teachers who teach from 1st to fifth grades at a municipal school in Manaus, and the content analysis has shown that this approach is part of the Political-pedagogic Project – PPP. The results indicate the presence of the STS approach in official documents, in some of its elements, however, the organization does not appear to give utmost importance to it. Regarding teacher training, the need of a more specific training is clearly shown because although they teach using some of the elements of the STS approach, they do not have the theoretical knowledge that subsidizes these practices, which would bring a better outcome. Teachers´ opinions about this approach vary. They can, however, see the social issues which arise from and Science and Technology.         116     of thinking about their actions and seeking solutions for social, environmental and ethical problems. In this context, this research aims at investigating how the STS approach is being articulated while training teachers at a Public Elementary School I. The qualitative research´s main instrument was a structured questionnaire which was handed to 15 teachers who teach from 1st to fifth grades at a municipal school in Manaus, and the content analysis has shown that this approach is part of the Political-pedagogic Project – PPP. The results indicate the presence of the STS approach in official documents, in some of its elements, however, the organization does not appear to give utmost importance to it. Regarding teacher training, the need of a more specific training is clearly shown because although they teach using some of the elements of the STS approach, they do not have the theoretical knowledge that subsidizes these practices, which would bring a better outcome. Teachers´ opinions about this approach vary. They can, however, see the social issues which arise from and Science and Technology.Las investigaciones en Ciencia, Tecnologí­a y Sociedad-CTS surgieron durante la posguerra ante la preocupación, tanto de los efectos del desarrollo tecnológico sobre la sociedad, como la escasez de alimentos, así­ como en los efectos ambientales. Estos preocupantes temas invadieron las universidades y llegaron al contexto escolar como requisito primordial en la formación de un ciudadano crí­tico y participativo, con la capacidad de reflexionar sobre su entorno, sus acciones y buscar soluciones a los problemas sociales, ambientales y éticos. En este contexto, el objetivo de este trabajo fue investigar el proceso de articulación del abordaje de la CTS en la formación de los profesores de una escuela pública de primaria. Para este fin, la metodologí­a de investigación aplicada fue de abordaje cualitativo, mediante la técnica de cuestionario a 15 profesores que actúan en los cursos de 1º a 5º de la red municipal de educación de Manaos-Brasil; para verificar el abordaje CTS en la Propuesta Polí­tica Pedagógica-PPP fueron realizados Análisis de Contenidos. Los resultados indican que en los documentos oficiales se constata el abordaje CTS en algunos de sus elementos, sin embargo, no parece un aspecto relevante. Referente a la formación de los profesores se evidencio la necesidad de una formación más especí­fica porque a pesar del uso de elementos de abordaje de CTS en su quehacer, carecen de fortaleza teórica para el soporte de la práctica, con lo que se obtendrí­a mejores resultados. Las concepciones de los profesores sobre el abordaje son variadas, no obstante, ellos relacionan las preguntas sociales decurrentes de la ciencia y tecnologí­a.As pesquisas em Ciência, Tecnologia e Sociedade – CTS surgiram no perí­odo de pós guerra com a preocupação dos efeitos do desenvolvimento tecnológico sobre a sociedade, bem como com a escassez de alimentos e também com as questões ambientais. Estas mesmas preocupações invadiram as Universidades e chegaram no contexto escolar, como requisito primordial para formação de um cidadão crí­tico e participativo, com capacidade de refletir sobre suas ações e procurar soluções para os problemas sociais, ambientais e éticos. Neste contexto, esta pesquisa tem como objetivo investigar como está sendo articulada a abordagem CTS na formação dos professores de uma Escola Pública do Ensino fundamental I. Para isto, a metodologia adotada pauta-se em pesquisa de abordagem qualitativa, em que foi utilizada a técnica de questionário estruturado com 15 professores que atuam do 1º ao 5º ano da rede Municipal de ensino de Manaus e, verificamos por meio de análise de conteúdo como esta abordagem está presente na Proposta Polí­tico Pedagógica – PPP. Os resultados apontam para a presença da abordagem CTS nos documentos oficiais, em algum de seus elementos, contudo, na organização não parecem que realmente valorizam essa relação. Quanto í  formação dos professores evidencia-se a necessidade de uma formação mais especí­fica, pois mesmo que atuem utilizando elementos da abordagem CTS, eles não têm conhecimento teórico que subsidiem estas práticas, o que traria um melhor resultado. As conspecções dos professores sobre a abordagem variam, no entanto os mesmos conseguem relacionar as questões sociais, decorrentes da ciência e da tecnologia.Universidade Estadual de Maringá - UEM2022-05-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/6359010.4025/rvc.v1i1.63590Vitruvian Cogitationes; Vol. 1 No. 1 (2020); 116-134Vitruvian Cogitationes; v. 1 n. 1 (2020); 116-1342675-9616reponame:Vitruvian Cogitationesinstname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/63590/751375154193Copyright (c) 2020 Revista Vitruvian Cogitationesinfo:eu-repo/semantics/openAccessAraujo, Cleusa Suzana Oliveira deCavalcante, Daniela dos Santos Moreira, Guiana da Silva2024-11-05T02:09:53Zoai:periodicos.uem.br/ojs:article/63590Revistahttps://periodicos.uem.br/ojs/index.php/revisvitruscogitationesPUBhttps://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/oairvc@uem.br2675-96162675-9616opendoar:2024-11-05T02:09:53Vitruvian Cogitationes - Universidade Estadual de Maringá (UEM)false
score 15,300719

Similares en LA Referencia