Navegando por Assunto "Society"

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Acesso aberto (Open Access)
Ciência com cartas: refletindo sobre a importância do diálogo entre ciência e sociedade com alunos de graduação
(Universidade Federal do Pará, 2021-08-23) GUEDES, Suelen Miyuki Alves; ELIASQUEVICI, Marianne Kogut
From the discussions about science raised by Sala (1974), Auler (2007), Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), we have reflected that a greater approximation and dialog between science and society is necessary. This is because, historically, scientific knowledge has been constituted separately from both the society and other forms of knowledge, which caused some barriers that have persisted until today, such as the fact that science is considered hermetic and far from the everyday life. From the perspective of science defended by Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), which states that the construction of knowledge needs to consider the interaction between the individuals, their cultures and all forms of knowledge, our research started from the following question: How to promote an interdisciplinary dialog between science and society, with Higher Education students? Our goal was to dialogically foster discussion about science and the processes involved in its construction, using a deck of cards, respecting the contributions of different forms of knowledge. In this context, the deck of cards entitled "Science in question: dialogues with cards" was created, aimed at higher education professors, from any area of knowledge, to promote reflections on science with undergraduate students in compulsory subjects of Scientific Methodology or Research, and in optional subjects related to science. Concerning the elaboration of the product, we carried out a bibliographic research of theoretical references on science to define the thematic axes to be discussed, and we analyzed materials to choose the best format to use. After this structuring, we submitted the content of the cards for validation by a panel of experts, adjusting, eliminating and adding content based on the suggestions indicated. As a final step, we designed the visual identity of the cards and auxiliary materials, as well as we carried out the study to store the cards in the digital version and build a website for the promotion and dissemination of experiences. As a result, according to the validation of the experts' content, we consider that the product is coherent, being relevant to the proposal and suitable for application in the classroom with undergraduate students. Due to its versatility for use in physical, asynchronous and distance classes, in addition to its open character for the professor to create their own content, it has innovative potential to be appropriated in different contexts of Higher Education.
Acesso aberto (Open Access)
Ensino-aprendizagem de conteúdos de biodiversidade e genética com ênfase em ciências, tecnologia e sociedade
(Universidade Federal do Pará, 2017-10-11) SOUSA, Elson Silva de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
In the context of science education, the Science, Technology and Society (CTS) approach has been influencing the development of innovative didactic and curricular proposals that can bring significant contributions to the promotion of Scientific and Technological Literacy (STL) of individuals capable of acting with responsibility. I sought to investigate the contributions of the development of a teaching sequence with STS approach on teaching and learning of biodiversity and genetic contents in high school. In this perspective, I present a research with a qualitative approach, of the educational research-action type, whose didactic-pedagogical intervention was developed through a teaching sequence and a didactic notebook constructed, applied and analyzed in this study. To that end, I took as a base the theoretical-practical and methodological references of authors who discuss the teaching of sciences under the STS perspective and the proposition of didactic sequence, contemplating the concepts of STL, curriculum with a STS focus, decision making, training for citizenship, typology of conceptual, procedural and attitudinal contents and the methodological dynamics known as the three pedagogical moments. The implementation of the didactic sequence occurred in real conditions of the classroom, having as participants subjects nineteen students of the third year of high school in a public school of the federal education network. As techniques and instruments of data production, I selected the participant observation, group conversations, the textual production of the students and the application of questionnaires. In the analysis of the data, the studied phenomenon is interpreted and understood, attributing qualified results in an intuitive and systematic way, to evaluate the potentialities and limitations of the developed teaching proposal, both in terms of the quality of the interactions between student-material and studentsstudents, as well as the conceptual, procedural and attitudinal contents seized by the students. The results of the research work indicated that the development of a didactic sequence, with a CTS approach, provides the necessary reflections and discussions for the development of ethical and moral values, attitudes committed to ecological sustainability, and personal positions on social and environmental issues. understanding of scientific knowledge and of the relationships and interactions between science, technology and society.