The usage of science laboratory as an alternative space to ecology teaching in a science-technology-society perspective
DOI:
https://doi.org/10.5902/223613088869Keywords:
Science education, STS teaching approuch, Basic educationAbstract
What is expected of Teaching Science is that it is accomplished in a more attractive way that stimulates student interest in learning science. A means of promoting that interest is through the combination of different forms of education, such as Traditional and innovative methodologies. Among these innovative methodologies, one that stands out is the Science Education developed by perspective Science-Technology-Society (STS). This pedagogical model aims at discussing socio-scientific issues in education in order to contribute to civic education of students. The objective of this work was to demonstrate the possibility to execute practical activities, about ecology, in the basic education, in STS perspective. For that, this qualitative research, of case study type, had 44 students as target audience, of 6th year of basic education from municipal school to Florianópolis/SC, with execution, observation and assessment of two practical activities, in STS perspective, about ecology. Relative to practice 1 – “Logbook of fungal growth” – most students explained the fungi appearence in the bread due to anaerobiosis and umidity and identified the presence of three fungi types. Relative to practice 2 – “Observation of organic matter decomposition” – most students affirmed that organic matter decomposed by the fungi can be use like organic fertilizer. At the end of two practical activities, most students concluded that fungi are important to food and pharmaceutical industry and how organic matter decomposers, showing understanding the topic studied further than a scientific content; linking it with the tecnology and life in society, these objectives of STS perspective.
Downloads
References
ANDRADE, E.C.P; CARVALHO, L.M. O pró-álcool e algumas relações CTS concebidas por alunos de 6ª série do ensino fundamental. Ciência & Educação. v. 8, n. 2, p. 167-185, 2002.
ANGOTTI, J.A.P; AUTH, M.A. Ciência e Tecnologia: implicações sociais e o papel da educação. Ciência & Educação. v. 7, n. 1, p. 15-27, 2001.
BARROS, C; PAULINO, W. Ciências - o meio ambiente. Ciências 6º ano. 4. ed. São Paulo: Ática,2009.
BRASIL. Parâmetros Curriculares Nacionais: Ciências Naturais. Brasília: MEC/SEF, 1998, p. 138.
CONRADO, D.M; EL-HANI, C.N. Formação de cidadãos na perspectiva CTS: reflexões para o ensino
de Ciências. In: II SIMPÓSIO NACIONAL DE ENSINO DE CIÊNCIA E TECNOLOGIA. 11., 2010, Ponta Grossa. Anais.... Ponta Grossa: UTFPR, 2010.
CURTT, H.S.S. Artigos de divulgação científica e ensino de ciências: concepções de ciência, tecnologia, sociedade. 2003. 136 f. Dissertação (Mestrado em Educação). Faculdade de Educação. Universidade Estadual de Campinas, Campinas, 2003.
FIGUEIREDO, C.S.M; MESSEDER, J.C; RAMOS, A.C.C. Explorando ciências numa ótica CTS: relato de experiência no ensino fundamental. Ensino de Ciências e Tecnologia. v. 1, n. 1, p. 62 - 69, jan.-jun., 2011.
GUIMARÃES, Luciana R. Atividades para aulas de Ciências: ensino fundamental 6º ao 9º ano. Série Professor em Ação. 1. ed. São Paulo: Nova Espiral, 2009.
MORAIS, M.B; ANDRADE, M.H.P. Ciências ensinar e aprender: anos iniciais do ensino fundamental. 1. ed. Belo Horizonte: Dimensão, 2010.
PAULA, H. F. A ciência escolar como instrumento para a compreensão da atividade científica. 2004. 364 f. Tese (Doutorado em Educação) - Faculdade de Educação. Universidade Federal de Minas Gerais, Belo Horizonte, 2004.
SILVA, J.L.P.B; MORADILLO, E.F. Avaliação, Ensino e Aprendizagem em Ciências. Ensaio – Pesquisas em Educação em Ciências. v. 04, n. 1, p. 1-12, jul., 2002.
Downloads
Published
How to Cite
Issue
Section
License
Ethical guidelines for journal publication
The REMOA is committed to ensuring ethics in publication and quality of articles.
Conformance to standards of ethical behavior is therefore expected of all parties involved: Authors, Editors, Reviewers, and the Publisher.
In particular,
Authors: Authors should present an objective discussion of the significance of research work as well as sufficient detail and references to permit others to replicate the experiments. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review articles should also be objective, comprehensive, and accurate accounts of the state of the art. The authors should ensure that their work is entirely original works, and if the work and/or words of others have been used, this has been appropriately acknowledged. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable. Authors should not submit articles describing essentially the same research to more than one journal. The corresponding author should ensure that there is a full consensus of all co-authors in approving the final version of the paper and its submission for publication.
Editors: Editors should evaluate manuscripts exclusively on the basis of their academic merit. An editor must not use unpublished information in the editor's own research without the express written consent of the author. Editors should take reasonable responsive measures when ethical complaints have been presented concerning a submitted manuscript or published paper.
Reviewers: Any manuscripts received for review must be treated as confidential documents. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviews should be conducted objectively, and observations should be formulated clearly with supporting arguments, so that authors can use them for improving the paper. Any selected referee who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process. Reviewers should not consider manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.
