INITIAL EDUCATION OF SCIENCE TEACHERS: DISCURSIVE PERSPECTIVE IN STS EDUCATION

Authors

  • Suzani Cassiani UFSC
  • Irlan Von Linsingen

Abstract

In this study, we present some reflections on a work in classrooms of eigth grade, done by a class of Biological Sciences, specifically in the disciplines of Methodology and Instrumentation for the Science Teaching. The main goal is to create opportunities for future teachers to experience the daily life of a public school, developing an intervention in a didactic discursive perspective in education STS. Thus, our references have been based on analysis of speech and functioning of language in teaching science and technology. We presented and discussed some results over the initial education of science teachers and the relevance of thematic approach for the construction of social-cultural and environmental meanings of the contextualized scientific knowledge.Key-words: Discourse Analysis; STS education; teacher education.

Author Biographies

Suzani Cassiani, UFSC

Drª em Educação. Instituição atual: Programa de Pós Graduação. em Ed. Científica e Tecnológica – UFSC

 

Irlan Von Linsingen

Drº  em Educação. Instituição atual: Programa de Pós Graduação. em Ed. Científica e Tecnológica – UFSC.

 

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How to Cite

Cassiani, S., & Linsingen, I. V. (2009). INITIAL EDUCATION OF SCIENCE TEACHERS: DISCURSIVE PERSPECTIVE IN STS EDUCATION. Educar Em Revista, 25(34), p. 127–147. Retrieved from https://ojs.homologa.ufpr.br/educar/article/view/16516

Issue

Vol. 25 No. 34 (2009)

Section

Dossiê Temático

License

Copyrights for articles published in Educar em Revista belong to the author, with the first publication copyrights reserved to the journal. The journal offers public access (Open Access), and its articles are of free use, with specific assignments, in educational and non-commercial applications.