<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132011000300001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Discussão de controvérsias sociocientíficas na formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galvão]]></surname>
<given-names><![CDATA[Cecília]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Sofia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>17</volume>
<numero>03</numero>
<fpage>505</fpage>
<lpage>522</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132011000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132011000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132011000300001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A promoção da compreensão da natureza da ciência constitui um dos eixos fundamentais dos currículos de ciências actuais, procurando que os alunos entendam a produção do conhecimento científico e tomem decisões sobre assuntos de base científica com impacto directo na sua vida. Contudo, a investigação demonstra que os professores não integram esta vertente no seu ensino, comprometendo as aprendizagens dos alunos sobre esta temática. Num outro sentido, a investigação atribui potencialidades à discussão de assuntos sociocientíficos controversos na escola na construção de uma imagem de ciência mais real. Com este estudo, pretende-se compreender como é que um conjunto de 29 professores-formandos, de um mestrado em Educação, avalia as potencialidades deste tipo de metodologia. Apesar das avaliações bastante positivas, constata-se a necessidade de continuar a apoiar estes professores na implementação destas actividades com os seus alunos de modo a desenvolverem o conhecimento necessário à sua implementação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Nowadays, one of the main goals of science curricula is to promote a deep understanding about the nature of science. Particularly, it aims at facilitating students’ understanding about the construction of scientific knowledge and decision making concerning scientific issues with a direct impact on their lives. However, research shows that teachers do not explore this dimension in their teaching, comprising students’ learning about controversial issues. Despite this state of affairs, research also shows the potentiality of using discussion about controversial socio-scientific issues for developing a more real image of science. The goal of the present study is to understand how a group of 29 teachers enrolled in a Master in Education, appraises this teaching methodology. Despite very positive evaluations from the teachers, this study illuminates the need keep on supporting teachers in their use of discussions in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Discussão]]></kwd>
<kwd lng="pt"><![CDATA[Controvérsias Sócio-Científicas]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Discussion]]></kwd>
<kwd lng="en"><![CDATA[Socio-Scientific Issues]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Discuss&atilde;o de controv&eacute;rsias sociocient&iacute;ficas  na forma&ccedil;&atilde;o de professores.</h2> <h3>Teacher training and discussion about sociocientific issues.</h3>     <p>&nbsp;</p> <h4>Cec&iacute;lia Galv&atilde;o, Pedro Reis, Sofia  Freire    <br> </h4> </font>      ]]></body><back>
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