Delmina Pires

EDUCACIÓN CIENTÍFICA CON ENFOQUE CIENCIA-TECNOLOGÍA-SOCIEDAD-AMBIENTE: CONSTRUCCIÓN DE UN INSTRUMENTO DE ANÁLISIS DE LAS DIRECTRICES CURRICULARES

The main objective of the Environment, Science, Technology and Society approach (ESTS) in science education is to develop scientific literacy in students, preparing them for the exercise of active and conscious citizenship. This view of education must be considered in curriculum guidelines and other documents governing the educational activity. An analytical tool to determine if the ESTS perspective is integrated into the curriculum documents has been developed. Its construction has been done in five stages on the basis of data and considerations of recent research in science education, as well as various tools already used in the ESTS perspective. This instrument has been publicly presented, debated and reformulated according to the suggestions received, and has been validated by experts. It is concluded that the proposal represents an effective tool to achieve the established objectives.

Ciência-tecnologia-sociedade-ambiente nos documentos curriculares portugueses de ciências

A abordagem ciencia-tecnologia-sociedade-ambiente vem se impondo como uma das recomendacoes para o ensino das ciencias mais fundamentadas pela investigacao em didatica, tornando-se necessario que esteja presente nos Documentos Oficiais Curriculares. Assim, construiu-se e aplicou-se um instrumento de analise para perceber se as orientacoes curriculares da educacao basica sao consentâneas com a perspetiva de ensino ciencia-tecnologia-sociedade-ambiente. A analise qualitativa realizada mostra que a referida abordagem esta integrada nos documentos curriculares, ainda que fosse desejavel um enfoque mais significativo. Esses documentos ainda valorizam pouco os aspetos relacionados com a natureza da ciencia, nomeadamente as relacoes reciprocas ciencia-tecnologia-sociedade-ambiente. Science-technology-society-environment in the portuguese curriculum documents of science The science-technology-society-environment approach is becoming one of the recommendations for teaching science since it is best supported by research in didactics, what means that it must be part of the official curricular documents. Thus, an analytical instrument was constructed and used to understand whether the basic education curriculum guidelines are in line with the perspective of teaching sciencetechnology-society-environment. The qualitative analysis performed shows that this approach is integrated into curricular documents, although a more meaningful approach would be desirable. These documents still do not sufficiently take into consideration the aspects related to the nature of science, namely the reciprocal relationships science-technology-society-environment. Basic Education; Curriculum; Science Education; Natural Sciences Science-technologie-societe-environnement dans les documents du programme portugais de science La perspective science-technologie-societe-environnement pour l´enseignement des sciences s’avere etre une des recommandations les plus etayees par la recherche en didactique, ce qui rend sa presence necessaire dans les programmes d´etudes officiels. Un outil d’analyse a ete construit et applique afin de verifier si les lignes directrices du curriculum pour l’education de base sont compatibles avec une telle perspective. L’analyse qualitative montre que cette perspective est integree dans les documents du programme, bien que l´adoption d’une approche plus significative soit souhaitable. Ces documents ne tiennent pas suffisamment compte de certains aspects lies a la nature de la science, notamment aux rapports reciproques de la science-technologie-societe-environnement. Education de Base; Curriculum; Education Scientifique; Sciences Naturelles Ciencia-tecnologia-sociedad-ambiente en los documentos curriculares portugueses de ciencias El abordaje ciencia-tecnologia-sociedad-ambiente se viene imponiendo como una de las recomendaciones para la ensenanza de las ciencias mas fundamentadas por la investigacion en didactica, haciendose necesaria su presencia en los Documentos Oficiales Curriculares. De este modo, se construyo y aplico un instrumento de analisis para percibir si las orientaciones curriculares de la educacion basica son adecuadas a la perspectiva de ensenanza ciencia-tecnologia-sociedad-ambiente. El analisis cualitativo realizado muestra que el referido abordaje esta integrado a los documentos curriculares, aunque seria deseable un enfoque mas significativo. Estos documentos todavia valorizan poco los aspectos relacionados con la naturaliza de la ciencia, sobre todo las relaciones reciprocas ciencia-tecnologia-sociedadambiente. Educacion Basica; Curriculo; Educacion Cientifica; Ciencias Naturales