Socio-scientific Didactic Sequences as a Space of Research, Education and Teaching in the School-University Interface

Resumen

ORQUIZA-DE-CARVALHO, Lizete Maria; GONCALVES, Laise Vieira  y  CHAPANI, Daisi Teresinha. Socio-scientific Didactic Sequences as a Space of Research, Education and Teaching in the School-University Interface. Ciência educ. [online]. 2021, vol.27, e21022.  Epub 05-Mayo-2021. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320210022.

In this article we analyze the production process of socio-scientific didactic sequences in a context of teacher action and education in the school-university interface. We inquired about the manner and conditions in which the controversial character of scientific and technological knowledge was evidenced in different socio-scientific issue formulation processes during the planning of didactic sequences taking place in the school-university scope. The data consist from theses and dissertations produced within a research group. As a result, the developmental stages of collective work stages were evidenced, which depended on the outcomes of the discussions of socio-scientific issues.

Palabras clave : Teacher training; Didactic sequences; Socio-scientific issues; School-university integration.

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