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Advisor(s)
Abstract(s)
Num mundo em que a ciência/tecnologia têm cada vez mais impacto/influência, torna-se
necessário a formação de cidadãos aptos a lidar com tal desenvolvimento. A perspetiva CTSA
(ciência, tecnologia, sociedade, ambiente) de ensino das ciências, ao valorizar a interligação
ciência/tecnologia/sociedade/ambiente, pode promover uma educação científica
contextualizada, que possibilite aos alunos as competências para agir no quotidiano. Pelo fato
desta perspetiva se ter vindo a fundamentar como uma abordagem de sucesso no ensino e um
enfoque importante na educação científica, é imprescindível que seja considerada no processo
educativo, principalmente, nos livros didáticos. Apresenta-se um estudo centrado na análise de
livros didáticos de ciências, um brasileiro e outro português, 6.º ano, com o objetivo de identificar
conteúdos/atividades CTSA. Efetuou-se uma análise de conteúdo, com base num instrumento
de análise previamente concebido, e os resultados mostram abordagens CTSA (informação
facultada, e atividades propostas), evidenciando-se uma maior presença de episódios
indicadores no livro brasileiro.
In a world in which science/technology have an increasing impact/ influence, the presence of citizens able to deal with such a development is necessary. The STSE (Science, Technology, Society and Environment) perspective of science teaching values the interconnection of all these concepts and promotes a contextualized scientific education. This allows students to enact their skills in their daily lives. Since this approach has been considered successful when regarding teaching highlighted by scientific education it remains fundamental to include it in the educational process, mainly in textbooks. We hereby present a study focused on the analysis of 6th grade didactic books in science, one Brazilian and the other Portuguese with the purpose of finding STSE contents and activities. A content analysis was carried out using a previously designed evaluation instrument. The results show STSE approaches (information provided and proposed activities) in both, however there is a higher number of occurrences in the Brazilian textbook.
In a world in which science/technology have an increasing impact/ influence, the presence of citizens able to deal with such a development is necessary. The STSE (Science, Technology, Society and Environment) perspective of science teaching values the interconnection of all these concepts and promotes a contextualized scientific education. This allows students to enact their skills in their daily lives. Since this approach has been considered successful when regarding teaching highlighted by scientific education it remains fundamental to include it in the educational process, mainly in textbooks. We hereby present a study focused on the analysis of 6th grade didactic books in science, one Brazilian and the other Portuguese with the purpose of finding STSE contents and activities. A content analysis was carried out using a previously designed evaluation instrument. The results show STSE approaches (information provided and proposed activities) in both, however there is a higher number of occurrences in the Brazilian textbook.
Description
Keywords
Educação científica Perspetiva CTSA Livros didáticos de ciências Brasil Portugal
Citation
Souza, Carla Bianca Santana de; Pires, Delmina; Souza, William Kennedy do Amaral (2018). A perspetiva CTSA nos manuais escolares de ciências: um estudo comparativo entre Brasil e Portugal = The perspective STSA in school textbooks of sciences: a comparative study between Brazil and Portugal. EduSer - Revista de Educação. ISSN 1645-4774. 10:2, p. 1-17
Publisher
Instituto Politécnico de Bragança