The sustainability paradigm and the STS approach: mediations for science education
The society has been confronted with issues that involve interactions between science, technology and society (STS), which reveal social, economic, environmental, ethical implications, among others. The sustainability paradigm occupies a prominent position in this area. We understand that the STS gu...
| Main Authors: | , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidade Federal do Pará
2012-12-01
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| Series: | Amazônia |
| Subjects: | |
| Online Access: | http://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/1655 |
| _version_ | 1818042755381723136 |
|---|---|
| author | Elizandra Rêgo de Vasconcelos Nádia Magalhães da Silva Freitas |
| author_facet | Elizandra Rêgo de Vasconcelos Nádia Magalhães da Silva Freitas |
| author_sort | Elizandra Rêgo de Vasconcelos |
| collection | DOAJ |
| description | The society has been confronted with issues that involve interactions between science, technology and society (STS), which reveal social, economic, environmental, ethical implications, among others. The sustainability paradigm occupies a prominent position in this area. We understand that the STS guidelines are an important instrument for building the concept of sustainability in science education, whose perspectives consistent with the formation of citizens with environmental sensitivity-citizens who are able to analyze and evaluate critically issues related to the social, environmental and economic field, among other aspects. We propose, in this article, to discuss the possible links between the sustainability paradigm, the STS approach and the process of teaching and learning in science. This articulation certainly helps to think the implications of the current development model and the relationships STS, inserted, for example, on various issues, contexts, dimensions, knowledge and teaching strategies. Certainly, we must undertake the effort to approximate the natural and social fields, in the apprehension of the complex reality as it stands nowadays |
| first_indexed | 2024-12-10T08:51:21Z |
| format | Article |
| id | doaj.art-1dc586f4a02e45769a90a7e992ab74ce |
| institution | Directory Open Access Journal |
| issn | 1980-5128 2317-5125 |
| language | Spanish |
| last_indexed | 2024-12-10T08:51:21Z |
| publishDate | 2012-12-01 |
| publisher | Universidade Federal do Pará |
| record_format | Article |
| series | Amazônia |
| spelling | doaj.art-1dc586f4a02e45769a90a7e992ab74ce2022-12-22T01:55:33ZspaUniversidade Federal do ParáAmazônia1980-51282317-51252012-12-019178910810.18542/amazrecm.v9i17.1655901The sustainability paradigm and the STS approach: mediations for science educationElizandra Rêgo de Vasconcelos0Nádia Magalhães da Silva FreitasUniversidade Federal do Pará (UFPA)The society has been confronted with issues that involve interactions between science, technology and society (STS), which reveal social, economic, environmental, ethical implications, among others. The sustainability paradigm occupies a prominent position in this area. We understand that the STS guidelines are an important instrument for building the concept of sustainability in science education, whose perspectives consistent with the formation of citizens with environmental sensitivity-citizens who are able to analyze and evaluate critically issues related to the social, environmental and economic field, among other aspects. We propose, in this article, to discuss the possible links between the sustainability paradigm, the STS approach and the process of teaching and learning in science. This articulation certainly helps to think the implications of the current development model and the relationships STS, inserted, for example, on various issues, contexts, dimensions, knowledge and teaching strategies. Certainly, we must undertake the effort to approximate the natural and social fields, in the apprehension of the complex reality as it stands nowadayshttp://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/1655ensino de ciênciassustentabilidadeCTS |
| spellingShingle | Elizandra Rêgo de Vasconcelos Nádia Magalhães da Silva Freitas The sustainability paradigm and the STS approach: mediations for science education Amazônia ensino de ciências sustentabilidade CTS |
| title | The sustainability paradigm and the STS approach: mediations for science education |
| title_full | The sustainability paradigm and the STS approach: mediations for science education |
| title_fullStr | The sustainability paradigm and the STS approach: mediations for science education |
| title_full_unstemmed | The sustainability paradigm and the STS approach: mediations for science education |
| title_short | The sustainability paradigm and the STS approach: mediations for science education |
| title_sort | sustainability paradigm and the sts approach mediations for science education |
| topic | ensino de ciências sustentabilidade CTS |
| url | http://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/1655 |
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