The teaching of astronomy in a CTS approach: challenges in / for teacher training

Abstract

This study, a result of the first author’s doctoral research, sought to investigate to what extent the STS approach in astronomy teaching, mediated by the problem situation contributed to a reflexive, critical and autonomous formation of Science teachers. Held in the framework of a continuing training course, based on the conception of the reflective teacher, focused on reflection for action. Qualitative research followed the precepts of action, offered to public school teachers. Seven teachers participated in the research. After the discussions it was possible to notice in the subjects’ speeches, reflective actions perspectives, in the sense of formation for action. They bring together different senses of the subjects around personal and professional values, necessary for conscious and intentional professional action. The discourses presented the contributions of the STS approach Qualitative research followed the precepts of action research, offered to public school teachers. Seven teachers participated in the research. After the discussions it was possible to notice in the subjects’ speeches, reflective actions perspectives, in the sense of formation for action. They bring together different senses of the subjects around personal and professional values, necessary for conscious and intentional professional action. The discourses presented the contributions of the STS approach to teacher training, such as: contextualization, interdisciplinary actions, collective formation, theoretical appropriation on STS, critical reflection, in the sense of favoring the critical and citizen training of its students in future actions.