Abordagem de questões sociocientíficas sobre resistência bacteriana nos ambientes aquáticos: contribuições para a formação inicial e continuada de professores de ciências
Socioscientific issues (SQS) are controversial and complex topics, within the perspective of Science, Technology, Society and Environment (CTSA), which involve the knowledge of scientific, ethical, moral, environmental, economic, political and cultural relations to solve the problem of everyday l...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/54354 |
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| Resumo: | Socioscientific issues (SQS) are controversial and complex topics, within the perspective of
Science, Technology, Society and Environment (CTSA), which involve the knowledge of
scientific, ethical, moral, environmental, economic, political and cultural relations to solve the
problem of everyday life. Several Biology contents can be approached based on QSC. One of
the areas of biology little explored by the QSC is Microbiology, because its content involves
abstract and complex concepts to be grasped. However, the theme of bacterial resistance has
great pedagogical potential due to its impact on several areas such as health, politics, and the
environment, among others. Thus, this research has as its main objective to analyze the
contribution to the initial and continuing education of science teachers from a didactic sequence
using the QSC approach on bacterial resistance. The methodological support followed elements
of quali-qualitative research. In order to elaborate an educational product, scientifically
structured, data from participant observation, from the application of an initial questionnaire,
and from pedagogical experiences with the planned instructional support material were
recorded throughout a course, following the three pedagogical moments. After qualiquantitative analysis of the instruments collected, it was observed that the research participants
had little formal knowledge about CSF, as well as about its use in science teaching. Difficulties
were evidenced around the controversial themes explored, including, in this aspect, the
reflections related to moral and ethical dilemmas. However, with the elaboration of the CSF,
the teachers improved their identification of the social and scientific complexities and the
aspects that involve them. With the material applied and validated from the course, a didactic
sequence was developed, consisting of key topics, to help the teacher in science teaching,
contextualizing the contents about microorganisms with aspects of citizenship formation. |
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