La ciencia como artefacto cultural: análisis de la narrativa cinematográfica en películas de ciencia ficción

Las perspectivas contemporáneas sobre la educación científica ubican la ciencia como una construcción social. Para acercar en este sentido la ciencia al aula, se pueden utilizar películas de ciencia ficción que permitan discusiones conceptuales. El objetivo de este artículo es pensar cómo se sitúa el discurso de divulgación científica en películas de ciencia ficción y cómo contribuye a la educación científica. Para ello, se analizaron tres películas: Her (2013), The Martian (2015) y Arrival (2016), relacionadas con el discurso de la divulgación científica. El análisis se basa en las ideas de Bajtín sobre la naturaleza de la ciencia, a través de una adaptación del cuestionario Views on Science-Technology-Society (VOSTS) de Aikenhead. El discurso del cine lleva a la construcción de debates sobre una ciencia social, al vincular la trama de la película con diferentes formas de entender la aplicación del desarrollo tecnológico en la vida cotidiana. Con base en el análisis del discurso de las películas y en el cuestionario VOSTS, se establece una relación intrínseca entre ciencia y cultura.

Pengaruh Model Pembelajaran Science Technology Society (STS) Berbasis Multiple Representation Terhadap Hasil Belajar IPA Siswa SMP Kristen Tongke di Era Pandemi Covid-19

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Science Technology Society (STS) berbasis multiple representation terhadap hasil belajar IPA siswa SMP Kristen Tongke di era pandemi covid-19. Penelitian ini merupakan penelitian quasi experiment menggunakan rancangan penelitian non equivalent control group design. Sampel yang digunakan pada penelitian ini diambil dari semua populasi dengan menggunakan teknik sampling jenuh yang terdiri dari 2 kelas, yaitu kelas VIII A sebagai kelas eksperimen dan kelas VIII B sebagai kelas kontrol yang masing-masing terdiri dari 15 orang. Data dianalisis menggunakan SPSS versi 21 dan diperoleh nilai sig sebesar 0,001 < 0,05 maka Ha diterima dan H0 ditolak. Sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran STS berbasis multiple representation terhadap hasil belajar IPA siswa SMP Kristen Tongke di era pandemi covid-19.

Uma proposta didática para ensinar os conceitos de reação de saponificação na educação de jovens e adultos

A presente pesquisa teve como objetivo elaborar e aplicar uma proposta didática para abordar os conceitos de reação de saponificação, tendo como base o tema gerador “descarte consciente de óleo vegetal”. A proposta didática teve um enfoque Ciência, Tecnologia, Sociedade e Ambiente (CTSA), visto que buscou-se abordar um tema voltado para poluição do meio ambiente provocado pelo descarte inadequado de óleo vegetal de frituras. A pesquisa realizada foi um estudo de caso realizado em uma Escola estadual de Campina Grande – PB. O público-alvo foram estudantes do ciclo VI da Educação de Jovens e Adultos (EJA). A proposta didática foi dividida em etapas, que consistiu na avaliação do perfil da turma, problematização inicial, organização do conhecimento e experimentação. O instrumento de coleta de dados foram três questionários, para avaliar o perfil da turma, uma sondagem a respeito dos conhecimentos prévios dos alunos e verificação da proposta didática aplicada. Como resultado foi possível analisar uma turma composta igualitariamente por jovens e adultos, que na sua maioria tem afinidade pela Química. Porém, esses alunos apresentaram pouco conhecimento acerca do conteúdo abordado devido as limitações de conteúdos vistos anteriormente. Contudo, ao decorrer das etapas foi possível observar o desenvolvimento dos mesmos a partir do envolvimento durante as aulas teórica e experimental. Os questionários aplicados no início e no fim das etapas foram analisados e concluiu-se que a grande maioria conseguiu aprimorar seus conhecimentos satisfatoriamente. The present research aimed to develop and apply a didactic proposal to address the concepts of saponification reaction, based on the generating theme "conscious disposal of vegetable oil". The didactic proposal had a Science, Technology, Society and Environment (STEM) approach, since it aimed to address an issue related to environmental pollution caused by improper disposal of vegetable frying oil. The research was a case study carried out in a state school in Campina Grande - PB. The target audience were students from cycle VI of the Young and Adult Education (EJA). The didactic proposal was divided into stages, which consisted of the evaluation of the class profile, initial problematization, knowledge organization and experimentation. The data collection instrument was three questionnaires, to evaluate the class profile, a survey of the students' previous knowledge, and verification of the didactic proposal applied. As a result, it was possible to analyze a class composed equally of young people and adults, most of whom have an affinity for chemistry. However, these students had little knowledge about the content addressed due to limitations of content previously seen. However, during the stages it was possible to observe their development from their involvement during the theoretical and experimental classes. The questionnaires applied at the beginning and at the end of the stages were analyzed and it was concluded that most of them managed to improve their knowledge satisfactorily.

Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge

This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.

Blended Learning with Science-Technology-Society Approachment: a Literature Review

One of the efforts made so that humans are able and able to develop theirpotential is through a learning process. Blended learning encourage sstudents to be more active and increases independence in learning.Students are required to learn and access material independently, andcomplete assignments given by the teacher, both individually and in groups.This literature review aims to discuss strategies for implementing blende dlearning as a student learning method. With the development of science andtechnology which is increasingly rapid, nowadays it has a lot to affecthuman life so that it can have a positive impact, namely improving thequality of life and making human work easier. The negative impact is thatit can cause changes in the values, norms, rules, or morals of life adopte dby the community. Therefore we need people who are able to think critically,creatively, logically and take the initiative in responding to issues in societythat are caused by the impact of the development of science and technology,especially in the world of education.