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Abstract(s)
Evidencia-se que os avanços científicos e tecnológicos crescem a cada dia, tornando-se necessário levar para o ensino, nomeadamente, para o ensino básico, acessível a muitos dos alunos, todas as possibilidades que essa evolução venha a trazer, vivenciando as implicações deste progresso para com o cotidiano, por forma a proporcionar um ensino comprometido com a formação de um cidadão mais perspicaz e mais alfabetizado cientificamente, capaz de maior intervenção social. O estudo está dividido em duas etapas: Primeiro averiguar o conhecimento dos docentes sobre CTSA (ciência, tecnologia, sociedade, ambiente), enquanto perspetiva de ensino das Ciências que visa um ensino da ciência mais contextualizado e mais atrativo, dando da ciência uma visão, não só de utilidade, mas uma visão integrada e interligada com a tecnologia, enfatizando os impactos destas, quer positiva, quer negativo na sociedade e no ambiente. Em um segundo momento apregoa o conhecimento dos alunos do primeiro ano do ensino médio da rede pública e privada do sul do Brasil. O estudo procura perceber como a ciência e as tecnologias vêem sendo trabalhada com os alunos do ensino médio, intentando, posteriormente, colaborar com os docentes em função dos resultados encontrados. Para efetuar o estudo e atingir os propósitos enunciados, aos docentes realizou-se uma entrevista semi-estruturada (anexo um) e aos alunos aplicou-se o questionário VOSTS (Views on Science Tecnology and Society), que é um instrumento de pesquisa que visa obter dados quanto à capacidade dos respondentes discernirem sobre aspetos relacionados com a ciência e a tecnologia, as perguntas desse questionário foram adaptadas, á realidade brasileira para que os alunos as compreendessem melhor, bem como as suas implicações e interações com a sociedade e o ambiente. Os resultados do estudo apontam para um melhor desempenho das escolas privadas em relação às públicas mostrando um maior entendimento das ciências com a realidade e os impactos percebidos na sociedade.
It is evident that scientific and technological advances are growing every day, and it is necessary to bring to the teaching, especially for basic education, accessible to many of the students, all the possibilities that this evolution brings, experiencing the implications of this Progress towards everyday life, in order to provide a teaching committed to the formation of a more scientific and more scientifically literate citizen capable of greater social intervention. The study is divided into two stages: First, the knowledge of the teachers about CTSA (science, technology, society, environment) is analyzed as a perspective of science teaching that aims at a more contextualized and more attractive science teaching, giving science a Vision, not only of utility, but an integrated and interconnected vision with technology, emphasizing the impacts of these, both positive and negative, on society and the environment. In a second moment the knowledge of the first year students of the middle schools of the public and private network of the city of Pelotas is verified. The study seeks to understand how science and technology are being worked on with high school students, and then try to collaborate with teachers based on the results found. In order to carry out the study and achieve the stated purposes, the teachers performed a semi-structured interview (Annex 1) and the students applied the VOSTS (Views on Science Technology and Society) questionnaire, which is a research instrument aimed at To obtain data on the ability of respondents to discern aspects related to science and technology, the questions in this questionnaire were adapted to the Brazilian reality so that the students understood them better, as well as their implications and interactions with society and the environment. The results of the study point to a better performance of private versus public schools showing a greater understanding of the sciences with reality and the perceived impacts on society.
It is evident that scientific and technological advances are growing every day, and it is necessary to bring to the teaching, especially for basic education, accessible to many of the students, all the possibilities that this evolution brings, experiencing the implications of this Progress towards everyday life, in order to provide a teaching committed to the formation of a more scientific and more scientifically literate citizen capable of greater social intervention. The study is divided into two stages: First, the knowledge of the teachers about CTSA (science, technology, society, environment) is analyzed as a perspective of science teaching that aims at a more contextualized and more attractive science teaching, giving science a Vision, not only of utility, but an integrated and interconnected vision with technology, emphasizing the impacts of these, both positive and negative, on society and the environment. In a second moment the knowledge of the first year students of the middle schools of the public and private network of the city of Pelotas is verified. The study seeks to understand how science and technology are being worked on with high school students, and then try to collaborate with teachers based on the results found. In order to carry out the study and achieve the stated purposes, the teachers performed a semi-structured interview (Annex 1) and the students applied the VOSTS (Views on Science Technology and Society) questionnaire, which is a research instrument aimed at To obtain data on the ability of respondents to discern aspects related to science and technology, the questions in this questionnaire were adapted to the Brazilian reality so that the students understood them better, as well as their implications and interactions with society and the environment. The results of the study point to a better performance of private versus public schools showing a greater understanding of the sciences with reality and the perceived impacts on society.
Description
Keywords
Ensino de Ciência CTSA Ensino Médio.