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Scientific critical and reflective education: contributions and challenges in the process of building an evaluative tool

Grant number: 16/01972-4
Support type:Regular Research Grants
Duration: June 01, 2016 - November 30, 2018
Field of knowledge:Humanities - Education
Principal Investigator:Denise de Freitas
Grantee:Denise de Freitas
Home Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
Assoc. researchers:Alice Helena Campos Pierson ; Christiana Andrea Vianna Prudencio ; Elisangela Matias Miranda ; Luciana Maria Lunardi Campos ; Renato Eugenio da Silva Diniz ; Tárcio Minto Fabrício

Abstract

Assuming the need of a critical and reflective scientific education in the formation of citizens committed in the construction of a more socially and environmentally just society model, this project aims to build an evaluative tool for the analysis of practices, teaching materials and educational processes in the basic education and in the training of teachers of science. Within the framework of the STSE studies and the Complexity Paradigm, a tool and an evaluation methodology that prioritizes a systemic analysis will be developed. The research will be structured in five phases: 1) literature review to deepen the theoretical and methodological contributions of STSE perspective and Complexity Theory in the science education field, building a theoretical framework of reference for the construction of the methodological tool; 2) application of the Delphi method with a panel of experts in the areas of environmental and science education, to identify knowledges, skills, practices, etc. considered fundamental for the development of a critical and reflective scientific education; 3) development of indicators that will make up the assessment tool to diagnose the current state of science education in the basic education level and in the training of science teachers; 4) application of the assessment tool in the evaluation of teaching materials in science and in the practices and processes that take part of an undergraduate course in science and an official program of environmental education in the basic education; 5) systematization of the results for dissemination of the diagnosis within the area of education in science and development of a framework for improving education and teacher training. (AU)