文章基本信息

标题：Abordagem de Questões Sócio-Científicas Controversas no 1º Ciclo do Ensino Básico
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作者：Fábio Ribeiro ; Celina Tenreiro Vieira
期刊名称：EDUCAÇÃO: Teoria e Prática
印刷版ISSN：1981-8106
出版年度：2014
卷号：24
期号：47
页码：97-117
语种：Portuguese
出版社：Instituto de Biociências - Campus de Rio Claro - Unesp
摘要：Assuming the importance of science education, from early years, aiming to educate citizens capable of thinking critically and act in scientific and technological contexts, a study was carried out in order to develop learning situations focused on controversial socio-scientific issues to promote students’ argumentation skills and scientific knowledge building / mobilization. The study was based on a qualitative methodology, following an action research plan. It was conducted with a class of 3th grade, having been addressed controversial socio-scientific issues, framed in science curriculum topics, using strategies of debate, role-play and argumentative essays. Data was collected using an analyzing instrument of student´s oral and written productions. In data analysis the privileged technique was content analysis. The results suggest that students mobilized requested scientific knowledge, showing improvement in the effective use of argumentation skills required. This allows us to conclude that the approach of controversial socio-scientific issues contributes to the promotion students´ argumentation skills as well as for scientific knowledge construction / mobilization.
其他摘要：Assuming the importance of science education, from early years, aiming to educate citizens capable of thinking critically and act in scientific and technological contexts, a study was carried out in order to develop learning situations focused on controversial socio-scientific issues to promote students’ argumentation skills and scientific knowledge building / mobilization. The study was based on a qualitative methodology, following an action research plan. It was conducted with a class of 3th grade, having been addressed controversial socio-scientific issues, framed in science curriculum topics, using strategies of debate, role-play and argumentative essays. Data was collected using an analyzing instrument of student´s oral and written productions. In data analysis the privileged technique was content analysis. The results suggest that students mobilized requested scientific knowledge, showing improvement in the effective use of argumentation skills required. This allows us to conclude that the approach of controversial socio-scientific issues contributes to the promotion students´ argumentation skills as well as for scientific knowledge construction / mobilization.
关键词：Science Education. Socio-scientific issues. Argumentation.;Educación en Ciencias;Cuestiones socio-científicas;Argumentación.;Educação em Ciências;Questões sócio-científicas;Argumentação
其他关键词：Science Education. Socio-scientific issues. Argumentation.