Approach of socioscientific issues in science classroom: possibilities and constraints

dc.creator	Wildson Luiz Pereira dos Santos
dc.creator	Eduardo Fleury Mortimer
dc.date	2009-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:02Z
dc.date.available	2015-07-20T22:11:02Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/e1dd7106e0414b87a8866f47505dd4b8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14113
dc.description	This article presents the results of research on the introduction of socioscientific issues (SSI) in classroom, in order to identify potentials and constraints of the process and implications for the curriculum and for the teacher training process. The research was a case study, in which, the data were collected from of interviews, observations registered in field notes and analysis of lessons recorded in video (videotaped). The lessons recorded were transcribed and discursive interactions of episodes of approach of SSI were analyzed. The investigation had as aims the identification of the strategies and contends explored by teacher in the approaching of SSI, and features which facilitated and to constrained the SSI approach. The study was carried out in one public High school that the teacher adopted the textbook Química na Sociedade (Chemistry in Society). The analysis evidenced the importance of training teacher to carry out the SSI discussions. There are data which evidence that SSI approach could potentially improve the dialogic interactions in classroom and facilitate the emergence of livingexperienced situations of students and the introduction of attitudes and values in humanistic perspective. The study also demonstrated the importance of adoption of strategies which engage students in SSI discussions, as the use of debates through the open questions and the use of videos on socioscientific themes. In the end, it states the introduction of SSI as a constituent element of the Science curricula given their objective of educating for citizenship.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID214/v14_n2_a2009.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 14, Iss 2, Pp 191-218 (2009)
dc.subject	socioscientific issues
dc.subject	humanistic science education
dc.subject	education for citizenship
dc.subject	discourse analysis
dc.subject	teacher training
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	Approach of socioscientific issues in science classroom: possibilities and constraints
dc.type	article