Da educação em ciência às orientações para o ensino das ciências: um repensar epistemológico From Science Education to Science Teaching: an epsitemological rethinking
KeywordsEducação em Ciência
Ensino das Ciências
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AbstractNo presente artigo, discute-se a construção epistemológica da Educação em Ciência como área interdisciplinar que integra, por apropriações e transposições educacionais, campos relevantes do saber, nomeadamente a Filosofia da Ciência, a História da Ciência, a Sociologia da Ciência e a Psicologia Educacional. Desenvolvem-se, em seguida, argumentos de natureza curricular e de política educativa4 que procuram clarificar, afinal, para quê e para quem a Educação em Ciência. Debruçamo-nos, necessariamente, por fim, sobre o ensino das Ciências e suas orientações preferenciais e que se perfilam como as mais congruentes com os referenciais teóricos enunciados. Note-se que esse percurso de pesquisa/teoria/prática exige reflexão, tempo, maturação de idéias, cumplicidade com a inovação e empenho na ação.<br>The paper starts with a brief description of the epistemological construction of Science Education and its interdisciplinary character, in particular the contributions of the Philosophy of Science, History of Science, Sociology of Science and Educational Psychology. Secondly, arguments are developed in order to find out appropriate answers to two key educational issues, namely, the purpose of science education and who science education is for. Finally, the paper characterizes three main orientations for science teaching based on the previously developed framework.
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