Questões sociocientíficas no enfoque ciência-tecnologia-sociedade-ambiente: saberes de docentes de ciências e biologia da cidade de Estância, SE

• Ano de defesa: 2021
• Autor(a) principal: Santos, Carolina Silveira
• Orientador(a): Guimarães, Carmen Regina Parisotto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ciência; Ensino de ciências; Matemática; Estratégias de aprendizagem; Ensino de biologia; Abordagens críticas; Práticas pedagógicas
• Palavras-chave em Inglês: Science teaching; Biology teaching; Critical approaches
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14386

Teaching from a Science-Technology-Society-Environment perspective (STSE) aims to promote critical discussions about the impacts of scientific and technological advances on society and the environment. One way of introducing debates in this area is with the use of socio-scientific issues (SSI), which deal with controversial topics in STSE and contribute to a more critical and reflective science and biology teaching. The teacher is an important agent for the intellectual and social formation of students, guiding and motivating them in the search for knowledge, their role being fundamental in school; while academic productions favor discussions of teachers' pedagogical practices, as well as the introduction of new methodologies. Thus, this study aimed to: 1) map the outputs of the Programa de PósGraduação em Ensino de Ciências e Matemática (PPGECIMA) and the Colóquio Internacional Educação e Contemporaneidade (EDUCON), both based in Sergipe, to verify the insertion of this theme in publications at the Federal University of Sergipe (UFS) and; 2) to investigate the knowledge and pedagogical practices expressed by science and biology teachers from the basic education network in the city of Estância, SE on the use of the STSE and SSI approach. For the mapping, the UFS Institutional repository was investigated, in the form of state of the art, and an intersection between PPGECIMA and EDUCON was verified. With that, it was possible to highlight the importance of promoting the STSE and QSC theme in undergraduate courses, for the implementation of research in this area, at PPGECIMA; in addition to the need for incentives for teachers to access EDUCON, as it is an agent that disseminates the theme, providing the updating of pedagogical practices. For the investigation of knowledge, data collection occurred through the online application of two questionnaires. The results obtained in the first questionnaire showed that teachers are familiar with the STSE approach, even if not in a formal way, being more related to the exchange of experiences with colleagues than their academic backgrounds; they also recognize the benefits of using STSE, which include students' motivation and involvement with content, contextualization and meaningful learning. With regard to SSI, most teachers weave relations between science and society and highlight the issues that involve health, with emphasis on the Covid-19 pandemic, as themes that currently favor the use of these issues. The challenges mentioned by teachers in applying classes in this regard include the limited time available for planning and applying differentiated classes and the lack of pedagogical resources in schools in this perspective. The second questionnaire, which consisted of the teachers' evaluation of a didactic sequence prepared by the researcher, using STSE and SSI, showed that the teachers perceive whether the teaching resources would be suitable for use or not. They mention that the sequence valued STSE interactions, with objectives consistent with the current reality, through remote education. The challenges mentioned for applying it in the classroom include the lack of internet for some students, which makes discussions and debates unfeasible, which commonly arise with the use of SSI, both with the teacher and with classmates. Finally, research involving teachers and their knowledge in STSE and SSI becomes strengthening in reflections about pedagogical practices, which can contribute to positive changes about teaching concepts.