Publicação
Socio-scientific controversies in curricular construction on Biology, Genetics and Society
| Resumo: | STS education, as a concept, has permeated both the discourse on scientific education and the documents and curricular guidelines worldwide. However, this type of content, while present in scientific subjects, has been historically marginalized and confined to introductory and less decisive syllabus-related sessions. For this reason, this study focuses the analysis of one of the new high school subjects in the province of Buenos Aires (Argentina), called Biology, Genetics and Society, to understand the importance attributed to STS in this subject area when compared to the content of more traditional curriculum subjects. The content presupposes a three-axis approach to a number of case studies, where relationships between science, technology and society are inevitable. The variety of STS themes proposed in the subject area is so wide, that we found necessary to evaluate not only its presence, but also the STS topics addressed. A mixed methodology was used, combining quantitative and qualitative procedures, which included the categorization and analysis of the subject area’s syllabus and the conduction of interviews to both syllabus’ authors and to various officials of the Directorate General of Culture and Education of the province. A significant presence of STS content was detected through the entire syllabus, with greater predominance of sociology external to science, over the internal sociology and epistemology. |
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| Autores principais: | Vilouta Rando, Nicolás |
| Outros Autores: | Porro, Silvia |
| Assunto: | Educação CTS Ensino médio Desenho curricular Educación CTS Escuela secundaria Diseño curricular Controversias sociociéntíficas CTS Education High School Curriculum design Social- scientific disputes |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | espanhol |
| Origem: | Indagatio Didactica |
| Resumo: | STS education, as a concept, has permeated both the discourse on scientific education and the documents and curricular guidelines worldwide. However, this type of content, while present in scientific subjects, has been historically marginalized and confined to introductory and less decisive syllabus-related sessions. For this reason, this study focuses the analysis of one of the new high school subjects in the province of Buenos Aires (Argentina), called Biology, Genetics and Society, to understand the importance attributed to STS in this subject area when compared to the content of more traditional curriculum subjects. The content presupposes a three-axis approach to a number of case studies, where relationships between science, technology and society are inevitable. The variety of STS themes proposed in the subject area is so wide, that we found necessary to evaluate not only its presence, but also the STS topics addressed. A mixed methodology was used, combining quantitative and qualitative procedures, which included the categorization and analysis of the subject area’s syllabus and the conduction of interviews to both syllabus’ authors and to various officials of the Directorate General of Culture and Education of the province. A significant presence of STS content was detected through the entire syllabus, with greater predominance of sociology external to science, over the internal sociology and epistemology. |
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