A abordagem de questões sociocientíficas na formação dos professores de ciências da natureza do estado de São Paulo

• Ano de defesa: 2021
• Autor(a) principal: Silva, Everton Joventino da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós graduação em Ensino de Ciências e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Ensino de ciências da natureza; Formação de professores; Intervenção pedagógica; Questões sociocientíficas; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/4033

Science and Technology questions present in everyday life and propagated by social, political, economic, ethical, cultural aspects are called Socio-Scientific Issues (SSI). Facing a variety of possibilities that the SSI present for the Teaching of Natural Sciences, it was intended, resorting to a pedagogical intervention, to answer the following question: How does the SSI approach, through SD teaching and development strategies, can contribute to the continuous education of Natural Sciences' teachers? The overall objective of this research was to evaluate the potential of the SSI approach in the continuous education of Natural Sciences teachers in the state public system of São Paulo. The intervention consisted of a continuous education course for science's teachers in the final grades of elementary school (6th to 9th grade) who teach in public schools in the state of São Paulo. As a method for collecting the data, it was used: questionnaires, focus groups and the didactic sequences developed by the teachers were used. The data collected was analyzed using the Content Analysis technique. The results obtained allowed us to confirm that the SSI approach, based on Didactic Sequences articulated with themes such as Scientific Literacy, Argumentation, History of Science and Nature of Science, contribute to the continuous training of Natural Sciences teacher's in order to enhance reflective and epistemological aspects about STS Education.