The STS relations in the questions of natural science of the Unesp entrance exam

Abstract

Although research in the field of STS Education is already quite advanced, several studies point to difficulties in implementing this approach in basic education. Some studies indicate that the discussion about the relationship between science, technology and society in initial teacher training is still incipient. Others point out that the contents prioritized in secondary education are chosen based on what is demanded in higher education entrance exams. This work is a documentary research and analyses, through Discursive Textual Analysis, how much the STS relationships are present in the questions of biology, chemistry, and physics of the first phase of the Paulista State University (Unesp) entrance exam, held in 2022 for entry in 2023. The results show that in almost half of the questions, the focus is only on science. In questions where there is some STS relationship, it appears only in an illustrative way. We conclude that the boards that prepare higher education entrance exams could contribute to strengthen STS Education in basic education if they increased the presence of social and environmental themes in the natural sciences questions of these exams. After all, the teaching of biology, chemistry, and physics at the secondary level must be considered not only to enable the continuity of studies for future scientists at the higher level, but above all to empower all students to make decisions as citizens.