Controversies in pedagogical experiences STSE the initial training of science teachers: what they say some dissertations and theses Brazilian?
We analyze a sample of dissertations and theses defended on Science Education in Brazil between 2000 and 2010 based on the need to know characteristics of STS/STSE practices developed in such studies. The selected documents meet the goals of this work. Our analysis exposes the existence, explicitly...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| 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/2015 |
| Acceso en línea: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/2015 |
| Access Level: | acceso abierto |
| Palabra clave: | STSE; pre-service teacher’s preparation educação em ciências; CTSA; formação inicial de professores |
| Sumario: | We analyze a sample of dissertations and theses defended on Science Education in Brazil between 2000 and 2010 based on the need to know characteristics of STS/STSE practices developed in such studies. The selected documents meet the goals of this work. Our analysis exposes the existence, explicitly or implicitly, of several controversies in the insertion of STS/STSE practices in the context of pre-service teacher’s preparation. We believe in the relevance of such researches, especially because it showed possibilities and limits in the articulation between discourse and practice under the exigencies of STSE education in how to think and make the Science Education. |
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