Analysis of the Focuses of Scientific Learning in terms of its framing in the STS/CT orientation

Abstract

This article is a theoretical study, which aimed to weave connections and highlight converging points between an assessment instrument, entitled Focuses of Scientific Learning (FSL) and the Science-Technology-Society/Critical Thinking orientation. The analysis sought to identify whether the six Focuses of Scientific Learning - interest, knowledge, reflection, reasoning, community and identity - are capable of acting as an evaluation tool for evidence of scientific learning in teaching-pedagogical materials based on the STS/CT orientation. For this, three criteria considered fundamental were used, which this orientation must cover, according to the studies by Tenreiro-Vieira and Vieira, namely: i) holistic view of Science; ii) citizenship education and iii) approach to problem situations. The results indicated that the FSL can be used to verify evidence of scientific learning based on the STS/CT orientation, in the sense that they have the potential to do so, since their signifiers can contemplate the three criteria used as a parameter for the analysis, covering other aspects of learning, in addition to scientific knowledge.