The STS approach in science teaching in the initial grades of elementary school I
Studies about Science, Technology and Society – STS emerged in the post war period due to the concern about the effects of technological development on the society, as well as food shortage and environmental issues. The same concerns invaded Universities and reached the school context as an essent...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2022 |
| País: | Brasil |
| Recursos: | Universidade Estadual de Maringá (UEM) |
| Repositório: | Vitruvian Cogitationes |
| Idioma: | português |
| OAI Identifier: | oai:periodicos.uem.br/ojs:article/63590 |
| Acesso em linha: | https://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/63590 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Anos iniciais CTS Formação de professores Primeros aí±os Formación del profesorado Initial years STS Teacher Training |
| Resumo: | Studies about Science, Technology and Society – STS emerged in the post war period due to the concern about the effects of technological development on the society, as well as food shortage and environmental issues. The same concerns invaded Universities and reached the school context as an essential requirement for forming critical and active citizens, capable of thinking about their actions and seeking solutions for social, environmental and ethical problems. In this context, this research aims at investigating how the STS approach is being articulated while training teachers at a Public Elementary School I. The qualitative research´s main instrument was a structured questionnaire which was handed to 15 teachers who teach from 1st to fifth grades at a municipal school in Manaus, and the content analysis has shown that this approach is part of the Political-pedagogic Project – PPP. The results indicate the presence of the STS approach in official documents, in some of its elements, however, the organization does not appear to give utmost importance to it. Regarding teacher training, the need of a more specific training is clearly shown because although they teach using some of the elements of the STS approach, they do not have the theoretical knowledge that subsidizes these practices, which would bring a better outcome. Teachers´ opinions about this approach vary. They can, however, see the social issues which arise from and Science and Technology. 116 of thinking about their actions and seeking solutions for social, environmental and ethical problems. In this context, this research aims at investigating how the STS approach is being articulated while training teachers at a Public Elementary School I. The qualitative research´s main instrument was a structured questionnaire which was handed to 15 teachers who teach from 1st to fifth grades at a municipal school in Manaus, and the content analysis has shown that this approach is part of the Political-pedagogic Project – PPP. The results indicate the presence of the STS approach in official documents, in some of its elements, however, the organization does not appear to give utmost importance to it. Regarding teacher training, the need of a more specific training is clearly shown because although they teach using some of the elements of the STS approach, they do not have the theoretical knowledge that subsidizes these practices, which would bring a better outcome. Teachers´ opinions about this approach vary. They can, however, see the social issues which arise from and Science and Technology. |
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