| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 273.26 KB | Adobe PDF |
Advisor(s)
Abstract(s)
El objetivo principal del enfoque Ciencia-Tecnología-Sociedad-Ambiente (CTSA) es el desarrollo de la cultura científica en los estudiantes, preparándolos para el ejercicio de una ciudadanía activa y consciente. Esta perspectiva de enseñanza, debe ser considerada en las directrices curriculares, así como en otros documentos que regulan la acción educativa. Se ha construido un instrumento de análisis con objeto de determinar si la perspectiva CTSA está integrada en los documentos curriculares. Su construcción se ha
efectuado en cinco etapas fundamentándose en datos y consideraciones de investigaciones recientes en didáctica de las ciencias, así como en diversos instrumentos ya utilizados en el ámbito CTSA. Este instrumento se ha presentado, debatido públicamente y reformulado según las sugerencias recibidas, y ha sido validado por expertos. Se concluye que la propuesta es una herramienta eficaz para alcanzar los objetivos propuestos.
The main objective of the Environment, Science, Technology and Society approach (ESTS) in science education is to develop scientific literacy in students, preparing them for the exercise of active and conscious citizenship. This view of education must be considered in curriculum guidelines and other documents governing the educational activity. An analytical tool to determine if the ESTS perspective is integrated into the curriculum documents has been developed. Its construction has been done in five stages on the basis of data and considerations of recent research in science education, as well as various tools already used in the ESTS perspective. This instrument has been publicly presented, debated and reformulated according to the suggestions received, and has been validated by experts. It is concluded that the proposal represents an effective tool to achieve the established objectives.
The main objective of the Environment, Science, Technology and Society approach (ESTS) in science education is to develop scientific literacy in students, preparing them for the exercise of active and conscious citizenship. This view of education must be considered in curriculum guidelines and other documents governing the educational activity. An analytical tool to determine if the ESTS perspective is integrated into the curriculum documents has been developed. Its construction has been done in five stages on the basis of data and considerations of recent research in science education, as well as various tools already used in the ESTS perspective. This instrument has been publicly presented, debated and reformulated according to the suggestions received, and has been validated by experts. It is concluded that the proposal represents an effective tool to achieve the established objectives.
Description
Keywords
Directrices curriculares Perspectiva CTSA Cultura científica Didáctica de las ciências
Citation
Fernandes, Isabel Marília Borges; Pires, Delmina; Villamañán, Rosa (2014). Educación Científica con enfoque Ciencia-Tecnología-Sociedad-Ambiente: construcción de un instrumento de análisis de las directrices curriculares = Scientific Education with the approach Environment, Science, Technology and Society: development of an instrument for the analysis of curriculum guidelines. Journal Internacional Formación Universitaria. ISSN 0718-5006. 7:5, p. 23-32