Agrotóxicos - toxidade versus custos: uma experiência na formação de professores com as questões sociocientíficas no ensino de ciências

In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of São Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university.Given this,we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information,exposition of the arguments involved, mustrelate content and curricula, but, all this,aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted in the training process, with their involvement in the discussions and practices with the ISS.

Uma proposta de formação continuada de professores de ciências e matemática na interface do agir comunicativo e das questões sociocientíficas

The objective of this paper is to present a theoretical proposal for the training of teachers of mathematics and science at the interface of communicative action and socio-scientific issues. In this paper we argue for the need for a continuous training of teachers if we are to be interested in developing the scientific training of students from the public school system. To form communicatively competent students, by the end of schooling, becomes necessary the training of argumentatively competent teachers. Therefore, we believe that the theory of communicative action by Jurgen Habermas, will cooperate to this end.

Possibilidades e limitações da prática do professor na experiência com a temática energia e desenvolvimento humano no ensino de ciências

Reflections on the Movement STSE, in basic education, have pointed to the introduction of discussions involving the socio-scientific issues, as a way of organization and development of forming processes in science classes. In this sense, the research that we developed sought to bring to physics classes of basic education, the discussions surrounding the relationship between science, technology, society and environment issues related to production and access to electricity and human development. In order to interpret formative aspects of this approach was achieved through a short course. Thus, we discuss in this paper, the discourse of students and a professor of physics who participated in this short course. Therefore, we seek in discourse analysis, reflection on this practice, which has limitations such as lack of recognition of this type of training status by the students as well as possibilities represented by the establishment of training spaces that contribute to the discussion of socio-scientific issues.

Diversidade religiosa e formação de professores de ciências: uma discussão em Habermas e um caso no ensino de Física

This article brings a discussion of the implications of religious diversity on science education as well as on teacher education. To orientate our discussion, we adopt as framework the ideas of German philosopher Jürgen Habermas on the political relationship that should govern relations between a naturalistic culture and different religious cultures. We also present a research with future teachers of physics, which aimed at investigating the positions taken by the future teachers towards non scientific models presented by students about the origins of the universe. We tried to identify, especially, the expectation of these future teachers would demonstrated about the contributing of the lifting of such models in class by students. We were able to find that most of them believe that the manifestation of these ideas could bring contributions to the discussion in the classroom. We also found that teaching practices based on communication, questioning and dialogue of the undergraduate course done by the prospective teachers has generated an ownership by the undergraduates of these practices and their potential application in other situations and other discussions, including inter-religious.

O papel do estágio supervisionado na formação inicial de professores: investigando perspectivas de alunos de um curso de licenciatura em Ciências Biológicas

O presente trabalho teve como objetivo identificar e analisar concepções sobre o papel do estágio supervisionado de um grupo de alunos de um curso de Ciências Biológicas. Participaram 48 alunos de um curso de licenciatura que responderam a um questionário com questões abertas. Foram identificados 4 agrupamentos das ideias dos alunos sobre o papel do estágio supervisionado: "Treinamento profissional" que reuniu 15 alunos participantes, "Aprendizado com a prática" e "Interação com a realidade escolar", que reuniram, cada um, 12 alunos participantes e "Desenvolvimento de habilidades pessoais", que reuniu 6 alunos. Observamos que houve um predomínio de uma concepção técnico-instrumental do estágio supervisionado.

Qual a maior contribuição do ensino de ciências à sociedade? O que revelam professores da educação infantil ao ensino médio

Este estudo teve como objetivo mapear as concepções de professores de diferentes níveis de ensino sobre a maior contribuição do Ensino de Ciências para a sociedade. A proposta faz parte de uma pesquisa realizada pelo grupo de pesquisa Formação e Ação de Professores de Ciências e de Educadores Ambientais. Os dados foram coletados por meio de uma questão contida em um questionário, com 75 professores. As respostas foram organizadas em categorias relacionadas: à maior contribuição, às características envolvidas e ao elemento objeto da contribuição. Os professores revelam aproximação com discurso hegemônico e distanciamento das perspectivas críticas, indicando a necessidade de problematização da perspectiva política–pedagógica dos professores de Ciências Biológicas.

Uma investigação com graduandos de licenciatura em Ciências Biológicas sobre a relação genotipo fenotipo na perspectiva da epistemologia de Gaston Bachelard

This work aims presenting and discussing the conceptual (re)construction of the Biological Sciences undergraduate students on the genotype-phenotype relationship. Data collection occurred through a group of researchers systematic monitoring, at weekly discussion meetings. The data were analyzed and discussed based on Bachelard epistemology foundations. The analysis of the results suggests that the inclusion of discussions of historical and epistemological issues, in that research group, favored reflections that contributed to the expansion of the thinking about the genotype-phenotype relationship.

Memórias do ensino de ciências no Brasil: a constituição da área segundo pesquisadores brasileiros, origens e avanços da pós-graduação

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O que sabemos sobre a pesquisa brasileira voltada à educação em museus de ciências?

Over the past four decades it occurred a great expansion of science education research in Brazil (TEIXEIRA, 2008). Considering the scientific production in the area, descriptive studies, called state of the art are necessary, but little found in Brazilian scientific literature, especially in the field of science education. In this context, this paper identifies and describes the main features and trends of Brazilian research in the field of education in science museums, released in the form of dissertations and thesis, in the period 1970 to 2010. It is a qualitative and quantitative research, which performs a document analysis, in a bibliographical review. We mapped 153 academic researches, mainly in the Rio-São Paulo axis, mostly in the last decade, showing that the area can be characterized as an emerging field in science education.

Avaliação de monitorias realizadas em um centro de ciências

In this paper we investigate the social interaction established between monitors and student-visitors to a science museum in terms of knowledge mobilized by the explanation about principle operating of Van De Graff Generator. Our research was conducted at a university public that maintains a Center of Sciences and the data were collected through recording video and audio of the dialogues established around a demonstration experiment. Data analysis is established around the conceptual correctness of the explanations made by the monitors. We also conducted a structured interview from a single question: what is the main difficulty faced in planning and conducting his presentation at the Science Center? The results show that the monitors were not able to exceed the process description of the operation of the experimental equipment, not being able to establish an interaction that fosters discussions of scientific concepts with visitors. Our research also found that, although the university maintained a Sciences Center, not there is a link between teacher training and activities in non-formal settings.

A formação inicial para o ensino de Ciências e aEducação Inclusiva: o currículo das licenciaturas

O objetivo do trabalho foi analisar a inserção da temática Educação Inclusiva (EI) em cursos de licenciatura da área de Ciências (Biologia, Física e Química), das universidades públicas estaduais do estado de São Paulo. Analisou-se o projeto políticos pedagógicos (PPP) e planos de ensino das disciplinas da área pedagógica, através da análise documental. Dos PPPs das licenciaturas em Ciências, apenas um curso de Física (FIS 4), um de Química (QUIM 6) e Ciências Biológicas (BIO 13) tratam da EI. Em relação às disciplinas que abordam a EI, dos 13 cursos de licenciatura em Ciências Biológicas, apenas três apresentam disciplinas que abordam a temática. Dos nove cursos de licenciatura em Física, quatro possuem disciplina que abordam a temática. Dos oito cursos de licenciatura em Química, dois contam com disciplinas que abordam a temática “Educação Inclusiva”.

O tratamento de questões sociocientíficas na formação de futuros professores de ciências: possibilidades e desafios nas vozes dos licenciandos

The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, enables discussion of the nature of science and its implications for social and environmental issues. The present work aims to contribute to training of science teachers that approximates the current demands of contemporary society. Having as theoretical reasons the implications of STSE Movement in science teaching, we bring some considerations on pedagogical practices of undergraduates in Biological Sciences held within its Supervised. Through content analysis of the speeches of undergraduates, we can identify contributions and limitations that treatment of socio-scientific issues (SSI) revealed in the process, putting to discuss some aspects that are tangent training teachers committed to a contextualized view of science and scientific training. It discusses, among them, the relationship theory and practice in supervised training of future teachers’ conceptions about the implications of the STSE perspective in science teaching and science teacher positioning ahead controversial themes.