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STSE interactions in science teaching in Secondary Education: evolution and perspectives

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Resumo:Including the Science-Technology-Society-Environment (STSE) dimension has become one of the most widely accepted recommendations in didactic research on science and technology education. This paper analyses the evolution of the attention paid to these interactions in didactic research in the Experimental Sciences in recent years, analysing the publications in journals as well as in Science Education Congresses in the last decade. It also examines the impact of the inclusion of STSE interactions in Science Teaching in Secondary Education. On the one hand, students’ views on science and their knowledge of STSE interactions and, on the other hand, the curriculum of science and technology subjects are analysed. The results show that, although the attention given to the STSE dimension in Science Education research and the curriculum in general is considerable throughout the period analysed, the scope and impact of such research in Secondary Education has not followed the same impulse and is still insufficient. There is a clear need to transfer the advances in didactic research in the field of STSE relationships to the classroom in order to educate a citizenry competent to make informed and responsible decisions and able to recognise and appreciate the role of science and technology in contributing to fairer and more sustainable societies.
Autores principais:Reverte, Nora
Outros Autores:Calero, María; Vilches, Amparo
Assunto:Educação para a Sustentabilidade CTSA Educação para a Sustentabilidade e SDGs Ensino Secundário Natureza da Ciência Alfabetización Científica CTSA Educación para la Sostenibilidad y ODS Enseñanza Secundaria Naturaleza de la Ciencia Scientific literacy STSE Education for Sustainability and SDGs Secondary education Nature of Science
Ano:2023
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

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