CTSA approach in education: opportunities and challenges in continuing education teachers

Abstract

In order to initiate the formation of critical citizens from the Basic Education, this research aimed to investigate how a group of teachers from the local public from Londrina in Parana conceives of Science-TechnologySociety-Environment Approach (CTSA) for the teaching of scientific content. Data were collected through questionnaires and speeches from the participating during a course entitled Science-Technology-Society, offered in the course of Specialization in Education and Technology of the Federal Technological University of Paraná, Brazil. According to the data obtained initially unaware of this entire group approach to teaching. Soon, they were not as elaborate, plan and develop scientific content prioritizing CTSA relations. Therefore, this research promoted participants the innovation pedagogical and methodological knowledge to work the CTSA relationships in the classroom, because teachers revealed in his speeches understanding of how important it is to develop the contents prioritizing CTSA relations to form citizens critical to society. Based on these data, we stress the importance of teaching continuing education that enables the study of the CTSA approach to mobilize a more qualitative basic education.

Do Analógico Ao Digital: O Jogo Pandemic Como Potencial Pedagógico Para O Ensino De Ciências Em Meio À Pandemia

“…Integrado a tais propostas, cabe ao profissional docente a mediação da prática implementada durante a aula. No caso específico deste estudo, essa mediação é vinculada à abordagem da CTSA, um campo teórico-prático que orienta diferentes ações humanas, incluindo a educação, que possui como objetivo "a aprendizagem significativa, para que os alunos possam tomar, a partir do conhecimento estudado, decisões diante de situações que possam ocorrer na sociedade em que vivem e no mundo da mesma forma" (Figueiredo;Rocha & Dutra, 2016, p. 4, livre tradução), neste caso, que estimule uma reflexão sobre as potencialidades dos artefatos digitais para o processo formativo.…”

Kajian Prestasi Belajar Biologi Menggunakan Model Sets (Science, Environment, Technology, and Society) Dengan Metode Observasi Laboratorium Dan Metode Observasi Lapangan Di Tinjau Dari Sikap Ilmiah Dan Kreativitas Siswa

“…Sikap ilmiah sebagai faktor endogen patut dipertimbangkan dalam peningkatan prestasi belajar siswa. Figuerido (2016) menyatakan bahwa melalui pendekatan STSE, pengetahuan dibangun ke dalam pengajaran dan pembelajaran membuat peserta aktif dalam masyarakat, atau lebih tepatnya kesadaran warga kritis, bertindak dan berinteraksi dalam masyarakat dan di lingkungan. Sejalan dengan penelitian ini bahwa sikap kritis yang terbentuk akan mempengaruhi prestasi belajar untuk ketiga aspek.…”