ACTIO (Curitiba)

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/1105
A ACTIO: Docência em Ciências é um periódico de caráter científico voltado à pesquisa em Educação de Ciências (Biologia, Física, Química ou Ciências) e em Educação Matemática, dentro da área de conhecimento Ciências Humanas e subárea Educação, para o CNPQ e na área Ensino e subárea Ensino de Ciências para a Capes e está organizada em três seções. A ACTIO destina-se a pesquisadores, graduandos, pós-graduandos, professores da educação básica, e público em geral que se relacionem às áreas indicadas anteriormente.

Descrição

  • Mantenedor: UTFPR
  • Tipo: IESF
  • Região: Sul
  • Cidade: Curitiba | PR
  • ISSN: 2525-8923
  • Qualis: A3
  • Periodicidade:Quadrimestral
  • E-mail: actio-ct@utfpr.edu.br
  • Título abrev.: ACTIO: Docência em Ci.
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    Navegando ACTIO (Curitiba) por Autor "ANJOS, Mirian Silva dos"

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      Enfoque CTS e a atuação de professores de ciências
      (2019) ANJOS, Mirian Silva dos; CARBO, Leandro
      Given the importance of the interrelationships amongScience, Technology and Society (STS), this study aims at understanding how the pedagogical practice of elementary school Scienceteachers takes place, based on the STSapproach. Considering this objective, the following research question was established: taking into account the STS interrelations, how isthe pedagogical practice of Scienceteachers in the final years of elementary school car-ried out? Six teachers were selected to participate in the research, who met certain criteria. No teachers were selected from schoolsthat did not offer Elementary School II, were lo-cated in the rural area (which would make access difficult, because offinancial reasons) or were anAdult EducationCenter(“Centro de Educação de Jovens e Adultos” (Ceja)). Regard-ing the approach to the problem, this is a fieldresearch, of a qualitative and descriptivenature. The hypothetical-deductive approach method and the typological procedure were used. Observations were made in the classroom, with the help of a field diary for taking the appropriate notes. The analysis of the pedagogical practices, based on the Discursive Tex-tual Analysis model, was performed only with two of the six participating teachers, in order to avoidpossible repetitions in the interpretations and / or discussions of the observed clas-ses, considering that all the verified pedagogical practices presented approximations or dis-tances from the STS approach. The results show that the application ofSTS approach in the school curricula is still ineffective. Understanding theimportance of theinitial training in this process, specifically in the area of Science,the higher education institutions can be pointed out as responsible for the insertion of issues related to Science, Technology and Society in the initial education curricula.Such institutions should offer and stimulate condi-tions for teachers to pursue a continuing education.
    Os autores que publicam no periódico concordam com o texto simultaneamente licenciado sob a Licença Creative Commons Atribuição 4.0 Internacional - CC BY