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Programa de formação de educadoras de infância: Seu contributo para a (re)construção de conceções Ciência-Tecnologia-Sociedade. (Portuguese)
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- Author(s): Rodrigues, Maria José; Vieira, Rui Marques
- Source:
Revista Electrónica de Enseñanza de las Ciencias; 2012, Vol. 11 Issue 1, p501-520, 20p, 3 Charts- Subject Terms:
- Source:
- Additional Information
- Alternate Title: In-service training for kindergarten teachers - Contribution to the (re)construction of science-technology-society conceptions. (English)
- Subject Terms:
- Abstract: Education in sciences should promote children's literacy, so we should invest in this knowledge area since the early years of schooling. In this context, the sciences approach, in a perspective of science-technologysociety, assumes an integral and integrating function in the children's learning process, at least according to the Portuguese current curriculum guidelines in science. To achieve this purpose, investment in in-service teacher training is an urgent need for a proper introduction to education in sciences, particularly through the approach to Science-Technology-Society. Since the teachers' conceptions influence the learning process of the children, this study reveals the science-technology-society conceptions of six kindergarten teachers in the district of Bragança (Northern Portugal), before and after the development of a training program on Science Technology-Society. Through the results obtained, we concluded that after the development of the in-service teacher training there was a (re)construction of science-technology-society conceptions, for example about the contribution of science and technology for social decisions on the part of educators. As a result, they which started to develop their didactic and pedagogical practices in sciences according to this perspective. [ABSTRACT FROM AUTHOR]
- Abstract: A educação em ciências deve promover a literacia das crianças, pelo que, se deve investir nesta área do saber desde os primeiros anos de escolaridade. É neste contexto que a abordagem das ciências, numa perspetiva ciência-tecnologia-sociedade, assume um papel integrante e integrador das aprendizagens das crianças, de acordo com as atuais orientações curriculares na área das ciências. Para atingir esta finalidade, o investimento na formação dos educadores é uma premência para uma adequada iniciação à educação em ciências, sobretudo através da sua abordagem ciência-tecnologia-sociedade. Atendendo a que as conceções dos educadores influenciam as aprendizagens das crianças este estudo revela as conceções ciência-tecnologia-sociedade de seis educadoras de infância do distrito de Bragança (Norte de Portugal) antes e após o desenvolvimento de um programa de formação. Verificou-se, pelos resultados obtidos, que após o desenvolvimento do programa de formação houve (re)construção das conceções sobre ciência-tecnologia-sociedade, como por exemplo acerca da contribuição da ciência e tecnologia para as decisões sociais, por parte das educadoras, que passaram a desenvolver as suas práticas didáctico-pedagógicas na área das ciências de acordo com esta perspectiva. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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