Publicação
Elements of complexity in a science class proposal for a STS Education
| Resumo: | To deal with the changing world, it is essential that schools promote reflections guided by principles of complexity and STS (Science, Technology, and Society) education, in order to foster critical awareness and the ability to make decisions in the face of risky situations. In light of this, this work aims to identify elements of complexity and STS education in a science lesson proposal constructed from a systemic and integrative perspective, entitled “Cells: how are they and how do they organize?” Methodologically, Discursive Textual Analysis is employed to treat the data, identifying thematic categories: systemic character and its interactions; social aspects related to science and technology; and aspects of the subjects’ reality. As results, the potential for discussion beyond school scientific contents is highlighted, incorporating aspects such as: from micro to macro perspective; interactions between systems and their emergent properties; socio-political, socio-economic, and socio-emotional articulations; communication of scientific information; contextualization from a scenario marked by unpredictability and uncertainty. |
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| Autores principais: | Santos, Carla Sarmento |
| Outros Autores: | Watanabe, Giselle |
| Assunto: | aula de ciências complexidade CTS ensino clase de ciencias complejidad CTS enseñanza science class complexity CTS teaching |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | To deal with the changing world, it is essential that schools promote reflections guided by principles of complexity and STS (Science, Technology, and Society) education, in order to foster critical awareness and the ability to make decisions in the face of risky situations. In light of this, this work aims to identify elements of complexity and STS education in a science lesson proposal constructed from a systemic and integrative perspective, entitled “Cells: how are they and how do they organize?” Methodologically, Discursive Textual Analysis is employed to treat the data, identifying thematic categories: systemic character and its interactions; social aspects related to science and technology; and aspects of the subjects’ reality. As results, the potential for discussion beyond school scientific contents is highlighted, incorporating aspects such as: from micro to macro perspective; interactions between systems and their emergent properties; socio-political, socio-economic, and socio-emotional articulations; communication of scientific information; contextualization from a scenario marked by unpredictability and uncertainty. |
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