A study on science teaching as a social practice and its potential for education of critical and participatory subjects

• Grant number: 23/11360-0
• Support Opportunities: Regular Research Grants
• Start date: May 01, 2024
• End date: April 30, 2026
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Lúcia Helena Sasseron Roberto
• Grantee: Lúcia Helena Sasseron Roberto
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: Renata de Paula Orofino Silva
• Associated scholarship(s): 25/05608-4 - Data collection, organization and storage of research information obtained in high school classes, BP.TT; 24/21301-3 - Evidence of Students' Critical Thinking Development in Chemistry Classes, BP.MS

Abstract

In this project, we intend to evaluate relationships between science teaching as a social practice and the mobilization of science practices and norms, considering whether there is critical participation by students in classroom activities. For this, we present facts and studies that reveal the importance, nowadays, with quick and easy access to information, of training subjects to establish ways of analyzing and verifying news and facts. We are particularly interested in science teaching and, for that, we discuss elements of scientific literacy and how its development can be related to contact and perception, by students, of social scientific practices and their use for analyzing situations and contexts. We describe the work to be carried out based on steps and actions to obtain theoretical and empirical results that can contribute so much to science teaching, based on a deeper understanding of how students interact in the classroom with norms and practices of science and how this contributes to an active and critical participation in situations involving science, as well as collaborations for the research area in Science Education, based on the deepening of studies of productions in the research area in Science Education and its relationship with science studies, with research in Education, especially on teaching and learning. (AU)