The representation of science-technology relationships in Canadian physics textbooks

Gardner, Paul L.

doi:10.1080/095006999290732

Cited by 56 publications

(62 citation statements)

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“…Gardner (1999) Além disso, Daumas (1976) apud Gardner (1999) nos lembra que os significados associados à palavra "tecnologia" também dependem da língua. Em inglês, por exemplo, a palavra "technology" englobaria significados que em francês seriam designados por duas palavras:…”

Section: Introductionunclassified

“…A tecnologia tem como proposta, segundo Gardner (1999), projetar, criar e melhorar artefatos, materiais, sistemas e procedimentos com o intuito de atender as necessidades e os desejos humanos. Com isso o autor a difere da ciência, a qual teria como propósito o conhecimento teórico de determinado assunto.…”

Section: Introductionunclassified

“…Apesar dessa diferença de propósitos, a partir da Revolução Industrial -iniciada no Reino Unido em meados do século XVIII -, os métodos de pesquisa adotados pelos tecnólogos teriam se aproximado dos métodos adotados pelos cientistas. Gardner (1999) distingue ainda quatro visões a respeito da relação entre ciência e tecnologia: a idealista, a demarcacionista, a materialista e a interacionista.…”

Section: Introductionunclassified

“…Assim, as leis e teorias científicas seriam a base para o surgimento de novos produtos tecnológicos. Embora os defensores dessa postura deem diversos exemplos provenientes da história da ciência (a descoberta dos raios X resultando nos aparelhos para diagnósticos médicos ou os experimentos ópticos de Bacon resultando nos óculos, por exemplo), Gardner (1999) A visão interacionista vê ciência e tecnologia trabalhando e aprendendo uma com a outra.…”

Section: Introductionunclassified

“…A complexa história do desenvolvimento e melhoria da máquina de vapor e o desenvolvimento do desfibrilador seriam bons exemplos a respaldar essa postura. Gardner (1999) destaca ainda que a interação entre cientistas e tecnólogos foi potencializada a partir do investimento em pesquisa por parte das indústrias.…”

Section: Introductionunclassified

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Uma Possível Associação entre Ciência e Tecnologia no Ensino de Ciências: o exemplo do telefone

Silva

2014

RBECT

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ResumoNeste trabalho, num primeiro momento, são discutidas a tecnologia, a ciência e algumas das formas como suas possíveis inter-relações são encaradas. Num segundo momento, são apresentados resultados de uma revisão bibliográfica onde foram buscados artigos científicos da área de ensino de ciências que procuram relacionar algum conteúdo da ciência a aspectos de artefatos tecnológicos contemporâneos. Por fim, num terceiro momento, tendo notado certa carência de trabalhos dessa natureza voltados explicitamente para fins didáticos, é apresentada uma sequência de ensino que procura discutir elementos associados ao surgimento, ao desenvolvimento e ao funcionamento do telefone. Como parte integrante dessa sequência, sugere-se também a realização de um experimento relativamente simples.Palavras-chave: artefato tecnológico, telefone, tecnologia, revisão bibliográfica. AbstractIn this paper, at first, technology, science and some of the ways their possible interrelations are seen are discussed. Secondly, are presented the results of a literature review in which were sought scientific papers of the area of science education that seek to relate some science content to aspects of contemporary technological artifacts. Finally, on a third moment, having noticed a certain lack of studies of this nature directed explicitly to education, is presented a teaching sequence that discusses elements related to the emergence, development and operation of the telephone. As part of this sequence, it is suggested performing a relatively simple experiment.

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Section: Introductionunclassified

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Uma Possível Associação entre Ciência e Tecnologia no Ensino de Ciências: o exemplo do telefone

Silva

2014

RBECT

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Teachers' tendencies to promote student-led science projects: Associations with their views about science

2006

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School science students can benefit greatly from participation in studentdirected, open-ended scientific inquiry projects. For various possible reasons, however, students tend not to be engaged in such inquiries. Among factors that may limit their opportunities to engage in open-ended inquiries of their design are teachers' conceptions about science. To explore possible relationships between teachers' conceptions about science and the types of inquiry activities in which they engage students, instrumental case studies of five secondary science teachers were developed, using field notes, repertory grids, samples of lesson plans and student activities, and semistructured interviews. Based on constructivist grounded theory analysis, participating teachers' tendencies to promote student-directed, open-ended scientific inquiry projects seemed to correspond with positions about the nature of science to which they indicated adherence. A tendency to encourage and enable students to carry out student-directed, open-ended scientific inquiry projects appeared to be associated with adherence to social constructivist views about science. Teachers who opposed social constructivist views tended to prefer tight control of student knowledge building procedures and conclusions. We suggest that these results can be explained with reference to human psychological factors, including those associated with teachers' self-esteem and their relationships with knowledge-building processes in the discipline of their teaching.

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Currents in STSE education: Mapping a complex field, 40 years on

2011

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It has been 40 years since science, technology, society, and environment (STSE) education first appeared in science education research and practice. Although supported among many educators worldwide, there is much confusion surrounding the STSE slogan. Widely differing discourses on STSE education and diverse ways of practicing, have led to an array of distinct pedagogical approaches, programs, and methods. We are left wondering how we might orient ourselves amid such a diversity of propositions. What does STSE look like in practice? What ideological orientations underpin its practice? In this paper, we review the research literature and educational practices in STSE education to (1) map out a typology of STSE education in the form of currents and (2) provide a heuristic that educators can use for critical analysis of discourses and practices in the field. We identify, explore, and critique six currents in STSE education: application/design, historical, logical reasoning, value-centered, sociocultural, and socio-ecojustice currents. We suggest that these currents may serve as a didactic tool for others, a framework that will assist educators in informing their own theoretical understandings, choices, and practices in the context of STSE education.

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The representation of science-technology relationships in Canadian physics textbooks

Cited by 56 publications

References 11 publications

Uma Possível Associação entre Ciência e Tecnologia no Ensino de Ciências: o exemplo do telefone

Uma Possível Associação entre Ciência e Tecnologia no Ensino de Ciências: o exemplo do telefone

Teachers' tendencies to promote student-led science projects: Associations with their views about science

Currents in STSE education: Mapping a complex field, 40 years on

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