Field Review: The use of Socioscientific issues for teacher training between the years 2007 and 2017

Abstract

This article aims to contribute to the research area of teacher education when analyzing the scientific production on the use of SSI, between the years 2007 and 2017. It is emphasized that in this work a broad bibliographic review was carried out, which is part of a dissertation of the MSC in Science and Mathematics Teaching (PPECM) of the Federal University of Rio Grande do Norte (UFRN). We consider as an object of analysis articles, books, theses and dissertations found in the search for subject and basis in the Portal of Periodicals of CAPES, through the key words: “teacher training” and “Socio-Scientific Questions.” For the composition and analytical treatment of this corpus, elements of the Content Analysis were adopted with categories determined at first or else a priori; 1) SSI concept addressed; 2) Modality / level of training intended; 3) Contributions aimed at teacher training. Such analysis revealed that there is a consensus among researchers that the SSI approach is part of the STS/STSE movement, considering its similar objectives. In relation to the training modality, there is a tendency for research to be carried out in the continuing training, mainly with teachers in practice. Despite the last category, referring to teacher training unanimity of productions highlights the contributions of the SSI approach. Considering, therefore, the formative needs of students in the 21st century, it is important to note that the success of the same depends on a teacher training committed to the exercise of citizenship and critic, and the SSI is a strong instrument for education until then defined.