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Socioscientific issues in the primary science teaching: an experience with water pollution

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Resumo:Science education should recognize the relationship between Science, Technology, Society and Environment. For that purpose, it must start by identifying the different interests involved in scientific and technological development of, the moral judgment on science and technology, the decisionmaking processes and their intervention on socio-scientific issues, in order to develop a critical scientific literacy. From the perspective of the STSE education, this work aims to analyze the mobilization of conceptual, procedural and attitudinal (CPA) contents on the subject of water pollution, from a socio-scientific issue (SSI) included in a didactic sequence, applied in primary education, in a public school in Salvador, Bahia, Brazil. The attitudinal contents mobilized were based on environmental ethics. The study demonstrated that the water pollution issue, focusing on the concrete example of an existing park in the geographical proximity of the school, raised the students’ interest and promoted their commitment towards it. The use of the SSI, as a pedagogical strategy that considers the ethical questions of scientific topics, in discourses and social interaction, promoted the emergence of reflection on water pollution, values, interests involved and the importance of norms to guide human behaviour.
Autores principais:Santos, Jéssica Cruz
Outros Autores:Conrado, Dália Melissa; Nunes-Neto, Nei F.
Assunto:Educação CTSA ação sociopolítica ética ambiental conteúdos CPA letramento científico Educación CTSA acción sociopolítica ética ambiental contenidos CPA formación científica STSE education sociopolitical action environmental ethics CPA content scientific literacy
Ano:2016
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

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