Biology teaching based on Socioscientific Issues: an experience with pre-service teachers education

Abstract

This qualitative study, based on critical theory and on research design methodology, aimed to assess the use of socio-scientific issues as a teaching strategy that encourages the mobilization of conceptual, procedural and attitudinal content. It was conducted on Biology university students, through a teaching sequence focusing on Ecology, Evolution and Ethics. Data was collected through questionnaires, daily records of field observations and audio records of group presentations, in which participants attempted to solve three cases on socio-scientific issues related to Monoculture, Antibiotics and Pollination. Data was analyzed through content analysis, where the learning goals constituted the categories, following references Ecology, Evolution and Ethics. From this study, we comprehended the potential of socio-scientific issues in facilitating the mobilization of conceptual, procedural and attitudinal contents in university Biology. The study also demonstrated their importance in the training of citizens for socio-political action taking, since this didactic strategy stimulates students to assume an active role in addressing social and environmental problems. Finally, we believe that the inclusion of ethical and political aspects in the discussion of Science-TechnologySociety-Environment relationships, within Science education, is an important challenge.