O ensino cts na formação inicial de professores de química implicações de uma proposta didática

Abstract

The purpose of this article is to discuss the implications of a teaching unit, the STS (Science, Technology and Society) perspective, developed by students of a undergraduate course of licentiate degree in Chemistry. Data were collected from a questionnaire, which allowed students to manifest their understandings about the activity. The student responses were interpreted from the assumptions of the analysis of the content. On the process the activity showed promising results for initial training, since most students recognized the functionality of the STS approach of chemistry teaching and for initial teacher training. However, we found that even after the subject of the study and the production of the teaching unit, some students kept a simplistic view of the STS approach to reduce their purpose to arouse the interest and / or motivate the student, which we attribute to the fact that the first time in the investigated course, in which students studied the theoretical contributions of the STS approach. In these terms, we highlight the contribution of the development of educational proposals, by students on their initial training; what may be developed in the supervised internships, which enables discussions about its implications in Chemistry Teaching. Keywords: Teachers Training. STS. Teaching Practices. Chemistry Teaching.