Nothing too much: reflecting about the role of contextualization in science teaching
Contribuinte(s) |
Universidade Estadual Paulista (UNESP) |
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Data(s) |
20/05/2014
20/05/2014
01/06/2010
|
Resumo |
The contextualization and discussion about the science role in the social and economical development are unquestionably important for the science teaching process. It doesn't mean, however, that the scientific-theoretic knowledge and the strategies involved in its construction and application might be neglected. In this way, a dangerous situation is created when the contextualization is assumed as a unique and primordial target in science education. This paper presents a research carried out with 15 future chemistry teachers and the results show a worrying "supervalorization", of the contextualization beside other equally important aspects of the chemical knowledge. |
Formato |
275-284 |
Identificador |
http://www.raco.cat/index.php/Ensenanza/article/view/199618 Ensenanza de Las Ciencias. Bellaterra (barcelona): Univ Autonoma Barcelona, v. 28, n. 2, p. 275-284, 2010. 0212-4521 http://hdl.handle.net/11449/25888 WOS:000290552700009 |
Idioma(s) |
spa |
Publicador |
Univ Autonoma Barcelona |
Relação |
Ensenanza de Las Ciencias |
Direitos |
openAccess |
Palavras-Chave | #Teachers' training #contextualization #scientific literacy #epistemology #science teaching |
Tipo |
info:eu-repo/semantics/article |