Questões sociocientíficas controversas : temas epistêmicos e não epistêmicos na pesquisa em ensino de ciências

Abstract

The research addresses discussions on Controversial Socio-Scientific Issues, Epistemic and Non-Epistemic Themes related to science teaching. Studies were analyzed that highlight the characteristics of research into CSF and the training of science teachers at the National Science Education Research Meetings from 2011 to 2021. Fifteen papers dealing with Controversial Socio-Scientific Issues and teacher training were reviewed, using the annals of ENPEC. The quantitative and qualitative analysis of the papers through an integrative review resulted in three categories referring to the classification of these papers: I - approaches to and conceptions of science and socio-scientific issues; II - curriculum and teaching practices; and curriculum and pedagogical practices; and III - survey of scientific production. Regarding Epistemic and Non-Epistemic Themes in Science Teaching, the epistemic themes involve epistemic themes involve science as a social and historical enterprise, while non-epistemic themes deal with influences external to science, such as values and ethical issues. In teaching, epistemic themes are closer to epistemic practices, such as argumentation and inquiry teaching, while non-epistemic themes help in the critical understanding of science, and help to overcome epistemic mismatches and vices. The discussion of socio-scientific issues, epistemic and non-epistemic aspects enables the development of a more critical Science and Teaching and more conscious argumentative postures in the educational context.