Socio-scientific problems in the training of science teachers: a means for the construction of knowledge in educational practice with a STS approach

Abstract

Science and technology as cultural elements are embedded in the different levels of society. Education is not indifferent to this, and for this reason, the teachers must take actions in the curriculum. In this case, the conceptions and knowledge that teachers manage about the interactions between science, technology and society and as it affects the environment, in which we develop from an STS approach, become important. This article highlights the emergence of the approach to socio-scientific problems as a research problem in science teaching with an STS approach, proposing an educational strategy where models for the inclusion of socio-scientific problems are explored, using current research in pharmaceutical sciences (Nimesulide-silver complex and polymer association with chitosan: synthesis, characterization and biological evaluation), in such a way that the teacher is conceived as an investigator of his practice. The methodology was qualitative by a case study in the Bachelor of Natural Sciences program of the Universidade Federal do Pará Amazonia-Brazil in the discipline of teaching practice with an STS approach. It was configured by four stages: theoretical foundation; Analysis of research in pharmaceutical sciences; Design and development of fieldwork, and communication of experiences. The analysis of the data allowed the teachers in training to have contact with the reality of the schools and the exercise of the profession, in a space to integrate disciplinary and pedagogical knowledge, in addition to identifying planning as a research process.