Nothing too much: reflecting about the role of contextualization in science teaching
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Data
2010-06-01
Autores
de Freitas Dias de Souza, Karina Aparecida
Alves Cardoso, Arnaldo [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Univ Autonoma Barcelona
Resumo
The contextualization and discussion about the science role in the social and economical development are unquestionably important for the science teaching process. It doesn't mean, however, that the scientific-theoretic knowledge and the strategies involved in its construction and application might be neglected. In this way, a dangerous situation is created when the contextualization is assumed as a unique and primordial target in science education. This paper presents a research carried out with 15 future chemistry teachers and the results show a worrying "supervalorization", of the contextualization beside other equally important aspects of the chemical knowledge.
Descrição
Palavras-chave
Teachers' training, contextualization, scientific literacy, epistemology, science teaching
Como citar
Ensenanza de Las Ciencias. Bellaterra (barcelona): Univ Autonoma Barcelona, v. 28, n. 2, p. 275-284, 2010.