Tomada de decisão para ação social responsável no ensino de ciências

Santos, Wildson Luiz Pereira dos; Mortimer, Eduardo Fleury

doi:10.1590/S1516-73132001000100007

Resumos

O principal objetivo de currículos CTS é o letramento científico e tecnológico para que os alunos possam atuar como cidadãos, tomando decisões e agindo com responsabilidade social. No presente artigo discutiremos o significado dessa meta educacional e apresentaremos uma revisão da literatura sobre suas implicações para o ensino de ciências. As considerações apresentadas contribuem para uma melhor reflexão sobre as Diretrizes Curriculares Nacionais do ensino médio, no que diz respeito ao objetivo de formação para a cidadania.

objetivos dos currículos CTS; cidadania; tomada de decisão; responsabilidade social; ensino de ciências

The main goal of the STS curriculum is to provide scientific and technological literacy for students so they can act as citizens and participate on decision making on the perspective of social responsibility. This paper discusses this educational goal and provides a review of the literature about its implications for science education. It also reflects on the National High School Curriculum related to the same objectives.

goal of STS curriculum; citizenship; decision making; social responsibility; science education

ARTIGOS

Tomada de decisão para ação social responsável no ensino de ciências

Wildson Luiz Pereira dos Santos^I; Eduardo Fleury Mortimer^II

^IProfessor Assistente Doutor, Instituto de Química, Universidade de Brasília. Brasília, DF (e-mail: wildson@unb.br)

^IIProfessor Adjunto Doutor do Departamento de Metodologia e Técnicas de Ensino, Faculdade de Educação, Universidade Federal de Minas Gerais. Belo Horizonte, MG (e-mail: mortimer@dedalus.lcc.ufmg.br)

RESUMO

O principal objetivo de currículos CTS é o letramento científico e tecnológico para que os alunos possam atuar como cidadãos, tomando decisões e agindo com responsabilidade social. No presente artigo discutiremos o significado dessa meta educacional e apresentaremos uma revisão da literatura sobre suas implicações para o ensino de ciências. As considerações apresentadas contribuem para uma melhor reflexão sobre as Diretrizes Curriculares Nacionais do ensino médio, no que diz respeito ao objetivo de formação para a cidadania.

Unitermos: objetivos dos currículos CTS; cidadania; tomada de decisão; responsabilidade social; ensino de ciências

ABSTRACT

The main goal of the STS curriculum is to provide scientific and technological literacy for students so they can act as citizens and participate on decision making on the perspective of social responsibility. This paper discusses this educational goal and provides a review of the literature about its implications for science education. It also reflects on the National High School Curriculum related to the same objec-tives.

Keywords: goal of STS curriculum; citizenship; decision making; social responsibility; science education

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AIKENHEAD, G. S. Collective decision making in the social context of science. Scienc e Education, v.69, n.4, p.453-75, 1985.
_____. An analysis of four ways of assessing student beliefs about STS topics. Journal o f Research in Science Teaching, v.25, n.8, p.607-29, 1988.
_____. Decisions-making theories as tools for interpreting student behaviour during a scientific in-quiry simulation. Journal of Research in Science Teaching, v.26, n.3, p.189-203, 1989.
BOFF, L. Nova era: a civilização planetária, 3.ed. São Paulo: Ática, 1998.
CANIVEZ, P. Educar o cidadão? Campinas: Papirus, 1991.
CROSS, R. T.; PRICE, R. F. Science teachers' social conscience and the role of controversial issues in the teaching of science. Journal of Research in Science Teaching, v.33, n.3, p.319-33, 1996.
_____. The social responsibility of science and the public understanding of science. International Journal of Science Education, v.21, n.7, p.775-85, 1999.
CUTCLIFFE, S. H. Ciencia, tecnología y sociedad: un campo interdisiciplinar. In: MEDINA, M.; SANMARTÍN, J. (Eds.). Ciencia, tecnología y sociedad: estudios interdisciplinares en la universidad, en la educación y en la gestión pública. Barcelona: Anthropos / Leioa (Vizcaya): Univesidad del País Vasco, 1990. p.20-41.
DRIVER, R., et al. Constructing scientific knowledge in the classroom. Educationa l Researcher, v.23, n.7, p.5-12, 1994.
EIJKELHOF, H. M. C.; KORTLAND, K. Broadening the aims of physics education. In: FENSHAM, P. J. (Ed.) Development and dilemmas in science education Barcombe, UK: The Falmer Press, 1988. p.282-305.
EIJKELHOF, H.; LIJNSE, P. Experiences with research and development to improve STS: education on radioactivity and ionizing radiation. In: YAGER, R. E. (Ed.). The Status o f STS: reform ef-forts around the world. International council of Associations for Science Education, Icase, Yearbook, 1992. p.47-55.
FLEMING, R. Adolescent reasoning in socio-scientific issues, part II: nonsocial cognition. Journal of Research in Science Teaching, v.23, n.8, p.689-98, 1986.
_____. Literacy for a technological age. Science Education, v.73, n.4, p.391-404, 1989.
GAYFORD, C. Discussion-based group work related to environmental issues in science classes with 15-year-old pupils in England. International Journal of Science Education, v.15, n.5, p.521-9, 1993.
GEDDIS, A. N. Improving the quality of science classroom discourse on controversial issues. Science Education, v.75, n.2, p.169-83, 1991.
GUTIÉRREZ, F.; PRADO, C. Ecopedagogia e cidadania planetária São Paulo: Cortez/ Instituto Paulo Freire, 1999.
HABERMAS, J. La science et la technique comme "idéologie" Paris: Gallimard, 1973.
HEIKKINEM, H. Decision making in the science curriculum. The Australian Scienc e Teachers Journal, v.33, n.2, p.52, 1987.
HELMS, V. J. Science and ? in the community: context and goals in practical work. International Journal of Science Education, v.20, n.6, p.643-53, 1998.
HOFSTEIN, A.; AIKENHEAD, G; RIQUARTS, K. Discussions over STS at the fourth IOSTE symposium. International Journal of Science Education, v.10, n.4, p.357-66, 1988.
JAGER, H.; VAN DER LOO, F. Decision making in environmental education: notes from research in the Dutch NME-VO project. Journal of Environmental Education, v.22, n.1, p.33-42, 1990.
JENKINS, E. Science for All: Time for a Paradigm Shift? In: LEACH, J.; MILLAR, R.; OSBORNE, J. (Eds.) Improving Science Education: the contribution of research, a book in honour of Rosalind Driver. Milton Keynes: Open University Press, no prelo.
KORTLAND, K. Environmental education: sustainable development and decision-making. In: YAGER, R. E. (Ed.). The Status of STS: reform efforts around the world. Cidade: International council of Associations for Science Education, Icase, Yearbook, p.32-9, 1992.
_____. An STS case study about students' decision making on the waste issue. Scienc e Education, v.80, n.6, p.673-89, 1996.
LAYTON, D. Revaluing the T in STS. International Journal of Science Education, v.10, n.4, p.367-78, 1988.
_____. STS in the school curriculum: a movement overtaken by history? In: SOLOMON, J.; AIKENHEAD, G. STS education: international perspectives on reform New York: Teachers College Press, p.32-44, 1994.
LAYTON, D. et al. Inarticulate Science: some perspectives on the public understanding of science and their implications for science education. Driffield: Studies in Education, 1993.
LIJNSE, P. Energy between the life-world of pupils and the world of physics. Scienc e Education, v.74, n.5, p.571-83, 1990.
McCONNELL, M. C. Teaching about science, technology and society at the secondary school level in the United States: an education dilemma for the 1980s. Studies in Scienc e Education, n.9, p.1-32, 1982.
MORTIMER, E. F. Conceptual change or conceptual profile change? Science & Education, v.4, n.3, p.265-87, 1995.
_____. Multivoicedness and univocality in classroom discourse: an example from theory of matter. International Journal of Science Education, v.20, n.1, p.67-82, 1998.
MURPHY, P.; McCORMICK, R. Problem solving in science and technology education. Research in Science Education, v.27, n.3, p.461-81, 1997.
PATRONIS, T.; POTARI, D.; SPILIOTOPOULOU, V. Students' argumentation in decision-making on a socio-scientific issue: implications for teaching. International Journal o f Science Education, v.21, n.7, p.745-54, 1999.
PEDRETTI, E. Septic tank crisis: a case study of science, technology and society education in an elementary school. International Journal of Science Education, v.19, n.10, p.1211-30, 1997.
PIEL, E. J. Decision-making: a goal of STS. In: YAGER, R. E. (Ed.). The science, technology , society movement Washington, DC: National Science Teachers Association, 1993. p.147-52.
RAMSEY, J. The science education reform movement: implications for social responsibility. Science Education, v.77, n.2, p.235-58, 1993.
RATCLIFFE, M. Pupil decision-making about socio-scientific issues within the science curriculum. International Journal of Science Education, v.19, n.2, p.167-82, 1997.
_____. Discussing socio-scientific issues in science lessons: pupils' actions and the teacher's role. School Science Review, v.79, n.288, p.55-9, 1998.
RUBBA, P. Integration STS into school science and teacher education: beyond awareness. Theory into Practice, v.30, n.4, p.303-15, 1991.
RUBBA, P. A.; WIESENMAYER, R. L. Goals and competencies for precollege STS education: recommendations based upon recent literature in environmental education. Journal of environmental Education, v.19, n.4, p.38-44, 1988.
SANTOS, W. L. P.; SCHNETZLER, R. P. Educação em química: compromisso com a cidadania. Ijuí: Editora da Unijuí, 1997.
_____. Ciência e educação para a cidadania. In: CHASSOT, A.; OLIVEIRA, R. J. (Orgs.) Ciência, ética e cultura na educação São Leopoldo: Ed. Unisinos, 1998, p.255-70.
SHOWERS, D. E.; SHRIGLEY, R. L. Effects of knowledge and persuasion on high- school stu-dents' attitudes toward nuclear power plants. Journal of Research in Scienc e Teaching, v.32, n.1, p.29-43, 1995.
SOARES, M. Letramento: um tema em três gêneros. Belo Horizonte: Autêntica, 1998.
SOLOMON, J. Prompts, cues and discrimination: the utilization of two separate knowledge system. European Journal of Science Education, v.6, n.3, p.277-84, 1984.
_____. The dilemma of science, technology and society education. In: FENSHAM, P. J. (Ed.) Development and dilemmas in science education Barcombe, UK: The Falmer Press, 1988. p.266-81.
_____. The discussion of social issues in the science classroom. Studies in Scienc e Education, v.18, p.105-26, 1990.
_____. The dilemma of science, technology and society education. In: FENSHAM, P. J. (Ed.) Development and dilemmas in science education Barcombe, UK: The Falmer Press, 1991. p.266-81.
_____. The classroom discussion of science-based social issues presented on television: knowledge, attitudes and values. International Journal of Science Education, v.14, n.4, p.431-44, 1992a.
_____. The classroom discussion of STS issues: public understanding of science in the making. In: YAGER, R. E. (Ed.). The Status of STS: reform efforts around the world. Cidade: International council of Associations for Science Education, Icase, Yearbook, 1992b. p.67-75.
_____. Teaching science, technology and society Buckingham: Open University Press, 1993.
_____. Toward a map of problems in STS research. In: SOLOMON, J.; AIKENHEAD, G. STS education: international perspectives on reform. New York: Teachers College Press, 1994. p.187-93.
_____. About argument and discussion. School Science Review, v.80, n.291, p.57-62, 1998.
VARGAS, M. Para uma filosofia da tecnologia São Paulo: Alfa Omega, 1994.
WAKS, L. J. Educación en ciencia, tecnología y sociedad: orígenes, dessarrollos internacionales y desafíos actuales. In: MEDINA, M.; SANMARTÍN, J. (Eds.). Ciencia, tecnologí a y sociedad: estudios interdisciplinares en la universidad, en la educación y en la gestión pública. Barcelona: Anthropos / Leioa (Vizcaya): Univesidad del País Vasco, 1990. p.42-75.
WAKS, L. J. The responsibility spiral: a curriculum framework for STS education. Theor y into Practice, v.31, n.1, p.13-9, 1992.
ZOLLER, U. Decision-making in future science and technology curricula. Europea n Journal of Science Education, v.4, n.1, p.11-7, 1982.
_____. Expanding the meaning of STS and the movement across the globe. In: YAGER, R. E. (Ed.). The science, technology, society movement Washington, DC: National Science Teachers Asso-ciation, 1993. p.125-134.

Datas de Publicação

Publicação nesta coleção
06 Fev 2012
Data do Fascículo
2001

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] AIKENHEAD, G. S. Collective decision making in the social context of science. Scienc e Education, v.69, n.4, p.453-75, 1985.

[2] _____. An analysis of four ways of assessing student beliefs about STS topics. Journal o f Research in Science Teaching, v.25, n.8, p.607-29, 1988.

[3] _____. Decisions-making theories as tools for interpreting student behaviour during a scientific in-quiry simulation. Journal of Research in Science Teaching, v.26, n.3, p.189-203, 1989.

[4] BOFF, L. Nova era: a civilização planetária, 3.ed. São Paulo: Ática, 1998.

[5] CANIVEZ, P. Educar o cidadão? Campinas: Papirus, 1991.

[6] CROSS, R. T.; PRICE, R. F. Science teachers' social conscience and the role of controversial issues in the teaching of science. Journal of Research in Science Teaching, v.33, n.3, p.319-33, 1996.

[7] _____. The social responsibility of science and the public understanding of science. International Journal of Science Education, v.21, n.7, p.775-85, 1999.

[8] CUTCLIFFE, S. H. Ciencia, tecnología y sociedad: un campo interdisiciplinar. In: MEDINA, M.; SANMARTÍN, J. (Eds.). Ciencia, tecnología y sociedad: estudios interdisciplinares en la universidad, en la educación y en la gestión pública. Barcelona: Anthropos / Leioa (Vizcaya): Univesidad del País Vasco, 1990. p.20-41.

[9] DRIVER, R., et al. Constructing scientific knowledge in the classroom. Educationa l Researcher, v.23, n.7, p.5-12, 1994.

[10] EIJKELHOF, H. M. C.; KORTLAND, K. Broadening the aims of physics education. In: FENSHAM, P. J. (Ed.) Development and dilemmas in science education Barcombe, UK: The Falmer Press, 1988. p.282-305.

[11] EIJKELHOF, H.; LIJNSE, P. Experiences with research and development to improve STS: education on radioactivity and ionizing radiation. In: YAGER, R. E. (Ed.). The Status o f STS: reform ef-forts around the world. International council of Associations for Science Education, Icase, Yearbook, 1992. p.47-55.

[12] FLEMING, R. Adolescent reasoning in socio-scientific issues, part II: nonsocial cognition. Journal of Research in Science Teaching, v.23, n.8, p.689-98, 1986.

[13] _____. Literacy for a technological age. Science Education, v.73, n.4, p.391-404, 1989.

[14] GAYFORD, C. Discussion-based group work related to environmental issues in science classes with 15-year-old pupils in England. International Journal of Science Education, v.15, n.5, p.521-9, 1993.

[15] GEDDIS, A. N. Improving the quality of science classroom discourse on controversial issues. Science Education, v.75, n.2, p.169-83, 1991.

[16] GUTIÉRREZ, F.; PRADO, C. Ecopedagogia e cidadania planetária São Paulo: Cortez/ Instituto Paulo Freire, 1999.

[17] HABERMAS, J. La science et la technique comme "idéologie" Paris: Gallimard, 1973.

[18] HEIKKINEM, H. Decision making in the science curriculum. The Australian Scienc e Teachers Journal, v.33, n.2, p.52, 1987.

[19] HELMS, V. J. Science and ? in the community: context and goals in practical work. International Journal of Science Education, v.20, n.6, p.643-53, 1998.

[20] HOFSTEIN, A.; AIKENHEAD, G; RIQUARTS, K. Discussions over STS at the fourth IOSTE symposium. International Journal of Science Education, v.10, n.4, p.357-66, 1988.

[21] JAGER, H.; VAN DER LOO, F. Decision making in environmental education: notes from research in the Dutch NME-VO project. Journal of Environmental Education, v.22, n.1, p.33-42, 1990.

[22] JENKINS, E. Science for All: Time for a Paradigm Shift? In: LEACH, J.; MILLAR, R.; OSBORNE, J. (Eds.) Improving Science Education: the contribution of research, a book in honour of Rosalind Driver. Milton Keynes: Open University Press, no prelo.

[23] KORTLAND, K. Environmental education: sustainable development and decision-making. In: YAGER, R. E. (Ed.). The Status of STS: reform efforts around the world. Cidade: International council of Associations for Science Education, Icase, Yearbook, p.32-9, 1992.

[24] _____. An STS case study about students' decision making on the waste issue. Scienc e Education, v.80, n.6, p.673-89, 1996.

[25] LAYTON, D. Revaluing the T in STS. International Journal of Science Education, v.10, n.4, p.367-78, 1988.

[26] _____. STS in the school curriculum: a movement overtaken by history? In: SOLOMON, J.; AIKENHEAD, G. STS education: international perspectives on reform New York: Teachers College Press, p.32-44, 1994.

[27] LAYTON, D. et al. Inarticulate Science: some perspectives on the public understanding of science and their implications for science education. Driffield: Studies in Education, 1993.

[28] LIJNSE, P. Energy between the life-world of pupils and the world of physics. Scienc e Education, v.74, n.5, p.571-83, 1990.

[29] McCONNELL, M. C. Teaching about science, technology and society at the secondary school level in the United States: an education dilemma for the 1980s. Studies in Scienc e Education, n.9, p.1-32, 1982.

[30] MORTIMER, E. F. Conceptual change or conceptual profile change? Science & Education, v.4, n.3, p.265-87, 1995.

[31] _____. Multivoicedness and univocality in classroom discourse: an example from theory of matter. International Journal of Science Education, v.20, n.1, p.67-82, 1998.

[32] MURPHY, P.; McCORMICK, R. Problem solving in science and technology education. Research in Science Education, v.27, n.3, p.461-81, 1997.

[33] PATRONIS, T.; POTARI, D.; SPILIOTOPOULOU, V. Students' argumentation in decision-making on a socio-scientific issue: implications for teaching. International Journal o f Science Education, v.21, n.7, p.745-54, 1999.

[34] PEDRETTI, E. Septic tank crisis: a case study of science, technology and society education in an elementary school. International Journal of Science Education, v.19, n.10, p.1211-30, 1997.

[35] PIEL, E. J. Decision-making: a goal of STS. In: YAGER, R. E. (Ed.). The science, technology , society movement Washington, DC: National Science Teachers Association, 1993. p.147-52.

[36] RAMSEY, J. The science education reform movement: implications for social responsibility. Science Education, v.77, n.2, p.235-58, 1993.

[37] RATCLIFFE, M. Pupil decision-making about socio-scientific issues within the science curriculum. International Journal of Science Education, v.19, n.2, p.167-82, 1997.

[38] _____. Discussing socio-scientific issues in science lessons: pupils' actions and the teacher's role. School Science Review, v.79, n.288, p.55-9, 1998.

[39] RUBBA, P. Integration STS into school science and teacher education: beyond awareness. Theory into Practice, v.30, n.4, p.303-15, 1991.

[40] RUBBA, P. A.; WIESENMAYER, R. L. Goals and competencies for precollege STS education: recommendations based upon recent literature in environmental education. Journal of environmental Education, v.19, n.4, p.38-44, 1988.

[41] SANTOS, W. L. P.; SCHNETZLER, R. P. Educação em química: compromisso com a cidadania. Ijuí: Editora da Unijuí, 1997.

[42] _____. Ciência e educação para a cidadania. In: CHASSOT, A.; OLIVEIRA, R. J. (Orgs.) Ciência, ética e cultura na educação São Leopoldo: Ed. Unisinos, 1998, p.255-70.

[43] SHOWERS, D. E.; SHRIGLEY, R. L. Effects of knowledge and persuasion on high- school stu-dents' attitudes toward nuclear power plants. Journal of Research in Scienc e Teaching, v.32, n.1, p.29-43, 1995.

[44] SOARES, M. Letramento: um tema em três gêneros. Belo Horizonte: Autêntica, 1998.

[45] SOLOMON, J. Prompts, cues and discrimination: the utilization of two separate knowledge system. European Journal of Science Education, v.6, n.3, p.277-84, 1984.

[46] _____. The dilemma of science, technology and society education. In: FENSHAM, P. J. (Ed.) Development and dilemmas in science education Barcombe, UK: The Falmer Press, 1988. p.266-81.

[47] _____. The discussion of social issues in the science classroom. Studies in Scienc e Education, v.18, p.105-26, 1990.

[48] _____. The dilemma of science, technology and society education. In: FENSHAM, P. J. (Ed.) Development and dilemmas in science education Barcombe, UK: The Falmer Press, 1991. p.266-81.

[49] _____. The classroom discussion of science-based social issues presented on television: knowledge, attitudes and values. International Journal of Science Education, v.14, n.4, p.431-44, 1992a.

[50] _____. The classroom discussion of STS issues: public understanding of science in the making. In: YAGER, R. E. (Ed.). The Status of STS: reform efforts around the world. Cidade: International council of Associations for Science Education, Icase, Yearbook, 1992b. p.67-75.

[51] _____. Teaching science, technology and society Buckingham: Open University Press, 1993.

[52] _____. Toward a map of problems in STS research. In: SOLOMON, J.; AIKENHEAD, G. STS education: international perspectives on reform. New York: Teachers College Press, 1994. p.187-93.

[53] _____. About argument and discussion. School Science Review, v.80, n.291, p.57-62, 1998.

[54] VARGAS, M. Para uma filosofia da tecnologia São Paulo: Alfa Omega, 1994.

[55] WAKS, L. J. Educación en ciencia, tecnología y sociedad: orígenes, dessarrollos internacionales y desafíos actuales. In: MEDINA, M.; SANMARTÍN, J. (Eds.). Ciencia, tecnologí a y sociedad: estudios interdisciplinares en la universidad, en la educación y en la gestión pública. Barcelona: Anthropos / Leioa (Vizcaya): Univesidad del País Vasco, 1990. p.42-75.

[56] WAKS, L. J. The responsibility spiral: a curriculum framework for STS education. Theor y into Practice, v.31, n.1, p.13-9, 1992.

[57] ZOLLER, U. Decision-making in future science and technology curricula. Europea n Journal of Science Education, v.4, n.1, p.11-7, 1982.

[58] _____. Expanding the meaning of STS and the movement across the globe. In: YAGER, R. E. (Ed.). The science, technology, society movement Washington, DC: National Science Teachers Asso-ciation, 1993. p.125-134.

Brasil

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Tomada de decisão para ação social responsável no ensino de ciências

Resumos

Datas de Publicação