UM CURRÍCULO DE CIÊNCIAS VOLTADO PARA A COMPREENSÃO POR TODOS

Millar, Robin

doi:10.1590/1983-21172003050206

Resumo:

Aborda as razões para ensinar ciências para todos os estudantes da escola e as caracterís ticas do currículo de ciências. Discute três aspectos de uma compreensão da ciência: compreensão do conteúdo de ciências, compreensão dos métodos de investigação utiliza dos na ciência, e compreensão da ciência enquanto atividade social.

Abstract:

Explores the reasons why science should be taught to all school students and what the science curriculum should look like. Discusses three aspects of an understanding of science: understanding of science content, understanding of the methods of inquiry used in science, and understanding of science as a social enterprise. (JRH)

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Referências bibliográficas

ANDERSSON, B. Pupils' conceptions of matter and its transformations age 12-16, Studies in Science Education, 18, 53-85, 1990.
CHAPMAN, B. The overselling of science education in the 1980's, SSR, 1991, 72(260), 47-63.
CLAXTON, G. Educating the Inquiring Mind: The Challenge for School Science. Harvester Wheatsheaf, 1991.
DES/WELSH OFFICE, Science in the National Curriculum. HMSO, 1991.
DRIVER, R.; SQUIRES, A., RUSHWORTH, P.; e WOOD-ROBINSON, V. Making Sense of Secondary Science: Research into Shildren's Ideas, Routledge, 1994.
DURANT, J.; EVANS, G. e THOMAS, G. The public understanding of science, Nature, 340, 11-14, 1989.
GAMBLE, R., DAVEY, A.; GOTT, R. e WELLFORD, G. Science at age 15. Assessment of Performance Unit. Science Report for Teachers: 5, DES/WO/DENI, 1985.
JENKINS, S., Misappliance of science, The Times, p. 14, 27 de Agosto 1994.
LAYTON, D. Technology's Challenge to Science Education, Open University Press, 1993.
LAYTON, D.; JENKINS, E.; MACGILL, S. e DAVEY, A. Inarticulate Science? Studies in Education Ltd, 1993.
MILLAR, R. what is the scientific method and can it be taught? IN; Wellington, J.J. (ed) Skills and Processes in Science Education: A Critical Analysis. Routledge, 1989.
MILLAR, R. e DRIVER, R.Beyond processes, Studies in Science Education, 14, 33¬-62, 1987.
MILNER, B. Why teach science and why to all? In: NELLIST, J. e NICHOLL, B. (eds.), The ASE Science Teachers' Handbook, Hutchinson, p. 1-10, 1986.
SOLOMON, J. Teaching Science Technology and Society, Open University Press, 1993.
THOMAS, G. e DURANT, J.Why should we promote the public understanding of science? Scientific Literacy Papers, 1, 1-14. University of Oxford Department of External Studies, 1987.
WOLPERT, L. The Unnatural Nature of Science, Faber, 1992.

1
Universidade de York, Senior Lecturer em Estudos Educacionais, artigo publicado na School Science Review, mar 96, 77 (280). Traduzido por Jordelina Lage Martins Wykrota e Maria Hilda de Paiva Andrade.

Datas de Publicação

Publicação nesta coleção
Dez 2003

This is an open-access article distributed under the terms of the Creative Commons Attribution License

[1] ANDERSSON, B. Pupils' conceptions of matter and its transformations age 12-16, Studies in Science Education, 18, 53-85, 1990.

[2] CHAPMAN, B. The overselling of science education in the 1980's, SSR, 1991, 72(260), 47-63.

[3] CLAXTON, G. Educating the Inquiring Mind: The Challenge for School Science. Harvester Wheatsheaf, 1991.

[4] DES/WELSH OFFICE, Science in the National Curriculum. HMSO, 1991.

[5] DRIVER, R.; SQUIRES, A., RUSHWORTH, P.; e WOOD-ROBINSON, V. Making Sense of Secondary Science: Research into Shildren's Ideas, Routledge, 1994.

[6] DURANT, J.; EVANS, G. e THOMAS, G. The public understanding of science, Nature, 340, 11-14, 1989.

[7] GAMBLE, R., DAVEY, A.; GOTT, R. e WELLFORD, G. Science at age 15. Assessment of Performance Unit. Science Report for Teachers: 5, DES/WO/DENI, 1985.

[8] JENKINS, S., Misappliance of science, The Times, p. 14, 27 de Agosto 1994.

[9] LAYTON, D. Technology's Challenge to Science Education, Open University Press, 1993.

[10] LAYTON, D.; JENKINS, E.; MACGILL, S. e DAVEY, A. Inarticulate Science? Studies in Education Ltd, 1993.

[11] MILLAR, R. what is the scientific method and can it be taught? IN; Wellington, J.J. (ed) Skills and Processes in Science Education: A Critical Analysis. Routledge, 1989.

[12] MILLAR, R. e DRIVER, R.Beyond processes, Studies in Science Education, 14, 33¬-62, 1987.

[13] MILNER, B. Why teach science and why to all? In: NELLIST, J. e NICHOLL, B. (eds.), The ASE Science Teachers' Handbook, Hutchinson, p. 1-10, 1986.

[14] SOLOMON, J. Teaching Science Technology and Society, Open University Press, 1993.

[15] THOMAS, G. e DURANT, J.Why should we promote the public understanding of science? Scientific Literacy Papers, 1, 1-14. University of Oxford Department of External Studies, 1987.

[16] WOLPERT, L. The Unnatural Nature of Science, Faber, 1992.

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