CTSA approach in education: opportunities and challenges in continuing education teachers
DOI:
https://doi.org/10.15628/holos.2016.3522Palavras-chave:
Basic education, civic education, interdisciplinary teaching, CTSA, teachingResumo
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-Technology-Society-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.
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