Abordando Controvérsias Sociocientíficas e Controvérsias Científicas Históricas para Promover o Pensamento Crítico na Formação de Professores em Ciências
DOI:
https://doi.org/10.25749/sis.36566Palavras-chave:
controvérsias sociocientíficas, controvérsias científicas históricas, pensamento crítico, formação de professores, ensino de ciênciasResumo
Este estudo analisa as valorizações e experiências associadas à implementação de controvérsias sociocientíficas e controvérsias científicas históricas nos cursos de didática das ciências em uma instituição formadora de docentes no Chile. Para o seu desenvolvimento, adotou-se uma metodologia de estudo de caso instrumental com uma abordagem descritiva-interpretativa. A investigação envolveu a avaliação de 132 futuros professores, a recolha do relato retrospetivo do docente formador e as memórias das atividades realizadas durante seis anos, abrangendo seis gerações de estudantes. Os resultados indicaram valorações significativas, destacando-se o incentivo ao pensamento crítico e o compromisso com a aprendizagem. Conclui-se que a abordagem das controvérsias sociocientíficas e controvérsias científicas históricas é uma estratégia com grande relevância na formação de futuros professores, fornecendo-lhes ferramentas para abordar temas complexos na sala de aula de ciências.
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