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Advisor(s)
Abstract(s)
Um dos grandes desafios que se coloca à Educação em Ciências é a necessidade de promover a literacia científica de todos os alunos. Impõe-se uma Educação em Ciências mais contextualizada e integrada, que proporcione a interligação entre a ciência, a tecnologia, a sociedade e o ambiente. Mas, para que os professores considerem e implementem esta abordagem nas suas aulas, é necessário que a mesma seja contemplada de forma clara e explícita nos documentos que regulam a ação educativa, nomeadamente, nos Documentos Oficiais Curriculares e nos manuais escolares. Assente numa investigação essencialmente qualitativa, este estudo analisa a educação científica de enfoque ciência-tecnologia-sociedade-ambiente promovida pelos Documentos Oficiais Curriculares e interpretada pelos manuais escolares portugueses de Ciências Naturais do
2.ºciclo da educação básica. Os resultados indicam que as diretrizes curriculares dos Documentos Oficiais ainda não são totalmente consentâneas com as atuais recomendações do enfoque ciência-tecnologia-sociedade-ambiente em Didática das Ciências e que as interpretações que os manuais escolares fazem desta perspetiva de ensino são insuficientes para promover a literacia científica dos alunos.
The challenge ahead for Science Education is the need to promote students’ scientific literacy. There needs to be greater contextualization in Education Sciences which is based on the assumption that learning should be integrated and provide the link between science, technology, society and environment. However, in order for teachers to consider and implement such approach in their classrooms, this must be clearly and explicitly contemplated in the documents regulating educational activity, notably in the Official Curricular Documents and science textbooks. Based on a primarily qualitative research, this study analyse the science education focus on science-technology-society-environment promoted by the Official Curricular Documents and interpreted by the Portuguese Science textbooks for the 2.nd Cycle of Basic Education. Results indicate that the curricular guidelines of Official Documents are not consistent with the current recommendations on the science-technology-society-environment focus for Science Teaching. Results also show that textbooks’ interpretations on this perspective are, also, insufficient to promote students’ scientific literacy.
The challenge ahead for Science Education is the need to promote students’ scientific literacy. There needs to be greater contextualization in Education Sciences which is based on the assumption that learning should be integrated and provide the link between science, technology, society and environment. However, in order for teachers to consider and implement such approach in their classrooms, this must be clearly and explicitly contemplated in the documents regulating educational activity, notably in the Official Curricular Documents and science textbooks. Based on a primarily qualitative research, this study analyse the science education focus on science-technology-society-environment promoted by the Official Curricular Documents and interpreted by the Portuguese Science textbooks for the 2.nd Cycle of Basic Education. Results indicate that the curricular guidelines of Official Documents are not consistent with the current recommendations on the science-technology-society-environment focus for Science Teaching. Results also show that textbooks’ interpretations on this perspective are, also, insufficient to promote students’ scientific literacy.
Description
Keywords
Perspetiva CTSA Manuais escolares Currículos Educação básica
Citation
Fernandes, Isabel Marília Borges; Pires, Delmina; Villamañán, Rosa (2016). Integração de conteúdos CTSA no currículo e nos manuais escolares portugueses de ciências do 2.ºCEB: que relação de continuidade/descontinuidade? = STSE content integration in Portuguese curricula and school manuals in the second Cycle of Basic Education: what relation of continuity/discontinuity? Indagatio Didactica. ISSN 1647-3582. 8:1, p. 986-999
Publisher
Universidade de Aveiro