| dc.creator |
Marcia Regina Carletto |
|
| dc.creator |
Nilcéia Aparecida Maciel Pinheiro |
|
| dc.date |
2011-04-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:11:50Z |
|
| dc.date.available |
2015-07-20T22:11:50Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/de15e46ccf994158b5e3a6dbfc1610a1 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/14748 |
|
| dc.description |
This study aims to enrich the reflection concerning the insertion of the STS (Society, Technology and Science) approach and its implications in Science teaching. The methodology used was qualitative research of interpretative nature and occurred during the development of the subject technological principles in cooperation with Science, Math, Portuguese, History and Sociology. The research had as target students from five groups of High School from a public teaching Institution in Ponta Grossa - PR. The problem question that guided the research and served as background for the presentation of this text, concerns the possibilities of using the STS focus for the implementation of a differentiated teaching. The methodological options were defined based on participative planning, a theoretical reflection and limitations which had been found. The results relate to qualitative contributions to the teaching practice and to the teaching-learning process on Science teaching, such as: curricular integration, high level of motivation and students participation, improvement of analysis capability, argumentation and intervention, deeper understanding of the Science nature, the technological scientific process and its social and environmental repercussion. |
|
| 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_ID247/v15_n3_a2010.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 15, Iss 3, Pp 507-525 (2011) |
|
| dc.subject |
science |
|
| dc.subject |
technology and society |
|
| dc.subject |
science teaching |
|
| dc.subject |
transforming education |
|
| 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 |
Subsidy of a transforming pedagogical practice: contribution of STS view |
|
| dc.type |
article |
|