The STS perspective on initial teacher education in Science and Biology: what experts say

Abstract

This article aims to identify the understandings that some specialists who research the STS Education have on the insertion of the presuppositions of Critical Scientific Education in the initial formation of Science and Biology teachers. To do so, we analyzed the answers given by these researchers to a questionnaire formulated following the Delphi methodology. The analysis of the results points to the need for a better articulation between the specific disciplines of the area and the pedagogical disciplines in the curriculum of the courses, a closer approximation and dialogue between the school and the university, as well as the importance of a reformulation - epistemic and methodological - of the initial training courses so that the experiences and knowledge built by the student in the graduation are related more directly with the reality of the school.