Epistemological foundations of STS relations in science education
| Autor: | Luciana de Nazaré Farias, Werventon dos Santos Miranda, Silvio Carlos Ferreira Pereira Filho |
|---|---|
| Jazyk: | Spanish; Castilian<br />Portuguese |
| Rok vydání: | 2012 |
| Předmět: | |
| Zdroj: | Amazônia, Vol 9, Iss 17, Pp 63-76 (2012) |
| Druh dokumentu: | article |
| ISSN: | 1980-5128 2317-5125 |
| DOI: | 10.18542/amazrecm.v9i17.1648 |
| Popis: | We aim to discuss the epistemological foundations of the STS (Science, Technology and Society) relations present in issues considered socially relevant in science education. We believe that a major goal of science education in a STS approach is the development of the capacity of decision-making by students, thus contributing to their participation in society. Although there is a quest for change, research has shown that in schools, scientific knowledge is still presented to the students with the status of a knowledge superior to others, as being the absolute truth. As preliminary results, we point out that studies show a growing appreciation of STS studies, which indicates the need for exploiting knowledge in a broader sense, seeking to work in a science curriculum perspective whose logic of organization is structured in topics, with which science education contents are selected. However, the development of the STS approach in schools still remains a challenge as science and technology are addressed merely in an illustrative way, separated from the discussions of our time, in which we paradoxically live in constant contact with scientific and technological apparatuses. It is necessary to contrast the official views present in educational systems and provide sources of alternative visions for science education, seeking to move towards conceptions of science and its teaching concerning the twenty-first century topics, with which science education contents are selected. However, the development of the STS approach in schools still remains a challenge as science and technology are addressed merely in an illustrative way, separated from the discussions of our time, in which we paradoxically live in constant contact with scientific and technological apparatuses. It is necessary to contrast the official views present in educational systems and provide sources of alternative visions for science education, seeking to move towards conceptions of science and its teaching concerning the twenty-first century |
| Databáze: | Directory of Open Access Journals |
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