Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
FIRME, Ruth do Nascimento
 |
| Orientador(a): |
AMARAL, Edenia Maria Ribeiro do |
| Banca de defesa: |
SANTOS, Wildson Luiz Pereira dos,
BARBOSA, Rejane Martins Novais,
SILVA, Rosane Maria Alencar |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5991
|
Resumo: |
This research aimed to analyze teachers of chemistry’s conceptions on Science, Technology and Society and relationships among them, and how they have implemented the STS approach in their classrooms, looking for aspects of these teachers’ pedagogical practices that can configure as obstacles for a effectiveness of this implementation. An approach for teaching with STS (Science-Technology- Society) orientation intends to promote the articulation between scientific and technological knowledge with social context, providing a comprehension and reflection on social and environmental consequences of the scientific and technological development. The implement of news approaches for science teaching, for example, STS teaching perspective, has close relation with teachers’ conceptions about STS which can influence the pedagogical practice in the classroom. Three teachers of chemistry have taken part in this research, but analysis about performance in the classroom was made just for two teachers. The methodological design included activities such as individuals interviews, meeting with teachers, and observation in the classrooms. The results analysis revealed that: the STS articulations that were promoted by teachers in there classrooms were compatibles with their STS conceptions; the lack of technical and scientific information seems to contribute for limited discussion on technological aspects related to the studied theme; the increasing advances of the technology results in a scientific complexity that is not usually discussed in the classrooms; the didactical sources for teachers and students have not followed the classroom’s demands resulting in a approach limited related to the social aspect; the variety of intentions and the different ways of teachers’ interventions resulted in a dynamical performance differently of the pedagogical practice without a STS perspective; the communicative approach promoted by teachers have either promoted or limited some objectives that were proposed by the teaching perspective STS. |
