Abstract:
This article revisits and reverberates on key issues for research in Science Education, triggered by the current scenario of a pandemic that has been emphasizing weaknesses but also possible ways to overcome problems. Our study is based on the dialogical, socio-historical and cultural perspectives in order to highlight directions and non-directions for constructing scientific knowledge and teaching it. We begin by interacting with the current contributions in the field, stressing the importance of an education that is based on the natural aspects of Science, and focusing on an interdisciplinary perspective. As part of our reflections, we understand that the pandemic brings about the possibility of rethinking the role of Science Education and our role as educators. The approach also showcases the need to develop more dialogical stances and practices on the path towards the complexity and the historical, cultural and social evolution of concepts, thus allowing for inclusive interdisciplinary proposals that are essential for a critical view of the world.
Keywords:
Science teaching; Pandemic; Nature of science; Interdisciplinarity