SUSAN ARAGAO | Universidade de São Paulo (original) (raw)

Papers by SUSAN ARAGAO

Fundamentals of Scientific Literacy: A Proposal for Science Teacher Education Program, 2019

Scientific Literacy (SL) is a term used in many countries to define the purpose of science educat... more Scientific Literacy (SL) is a term used in many countries to define the purpose of science education. Although there is no consensus in defining it, many authors argue that SL is the main goal for science education. Based on author's previous research that established three fundamentals of SL that can develop students' scientific literacy, the approaches: Inquiry-based Teaching (IBT), Science-Technology-Society (STS), and History and Philosophy of Science (HPS), an academic discipline in a teacher education program was investigated in order to analyze pre-service teachers' conceptions about SL and its fundamentals. The research objective was investigated how pre-service teachers understand and reflect on the SL concept and its fundamentals. This proposal was applied in a Brazilian Federal University located in the metropolitan area of São Paulo-Brazil. Twelve pre-service teachers attended the seventeen classes. They studied three different approaches: STS, HPS, and IBT. Some aspects of Nature of Science were also considered. Researchers authors elaborated levels of comprehension for each approach in order to analyze pre-service teachers' conceptions. The primary results so far indicated that some students were able to establish relationships among these approaches and their comprehension of each approach was dependent on the emphasis of the teacher educator.

Literacy Information and Computer Education Journal, 2018

Scientific Literacy (SL) is a term used in many countries to define the purpose of science educat... more Scientific Literacy (SL) is a term used in many countries to define the purpose of science education. Based on previous research with undergraduate science students [1], academic discipline in a teacher education program was developed in order to promote prospective teachers' understanding of Scientific Literacy. The academic discipline content consisted of three approaches: Science-Technology-Society (STS), Inquiry, and History and Philosophy of Science (HPS). The research objective was investigated on how undergraduate science students (future teachers) understand and reflect on the scientific literacy concept. This proposal was applied in a Brazilian Federal University located in the metropolitan area of São Paulo. Twelve students attended seventeen classes. They studied three different methodological approaches: Science, Technology, and Society (STS), History and Philosophy of Science (HPS), and Inquiry. Some aspects of Nature of Science were also discussed. The researcher, a Ph.D. student, elaborated levels of comprehension for each approach in order to analyze the results. The primary results so far indicated that some students were able to establish relationships among these approaches and their comprehension of each approach was dependent on the emphasis of the teacher educator.

This paper analyzes the CTS approach to proposals for High School Science classes developed by pr... more This paper analyzes the CTS approach to proposals for High School Science classes developed by prospective teachers of a Brazilian public University. The teacher education occurred during the disciplines of Teaching Practice of Chemistry and Physics, in 2015. In this course, prospective teachers developed class plan as a training proposal, based on Science, Technology and Society approach (STS) for Brazilian High School Science class. The analysis was based on Lufti ‘s categories
of contextualization, assessing whether the proposals were limited to only motivate or illustrate; or problematize and integrate scientifc concepts with social and technological issues; if excluded environmental issues economic, social and political, or, if they did emerge the extraordinary. The analysis was complemented by assumptions of qualitative research methodology for data extracted
from teachers’ and researcher’s feld notes who accompanied the discipline. The results indicate some proposals favoring scientifc content explaining everyday facts, but without relating them to
the social issues. Still others brought scientifc content and superfcially explored more social, political, technological or economical issues. Another group showed better balance between scientifc, social, and technological content, using scientifc knowledge for dealing with issues in the light of social and technological context. It was also noted that the categories of Lufti are not suffcient for a broader analysis of prospective teachers learning as there are elements of the educational process
that they are not geared to contemplate. The results made it possible to review some aspects of the discipline.

This paper analyzes the CTS approach to proposals for High School Science classes developed by pr... more This paper analyzes the CTS approach to proposals for High School Science classes developed by prospective teachers of a Brazilian public University. The teacher education occurred during the disciplines of Teaching Practice of Chemistry and Physics, in 2015. In this course, prospective teachers developed class plan as a training proposal, based on Science, Technology and Society approach (STS) for Brazilian High School Science class. The analysis was based on Lufti ‘s categories of contextualization, assessing whether the proposals were limited to only motivate or illustrate; or problematize and integrate scienti c concepts with social and technological issues; if excluded environmental issues economic, social and political, or, if they did emerge the extraordinary. The analysis was complemented by assumptions of qualitative research methodology for data extracted from teachers’ and researcher’s eld notes who accompanied the discipline. The results indicate some proposals favoring scienti c content explaining everyday facts, but without relating them to the social issues. Still others brought scienti c content and super cially explored more social, political, technological or economical issues. Another group showed better balance between scienti c, social, and technological content, using scienti c knowledge for dealing with issues in the light of social and technological context. It was also noted that the categories of Lufti are not suf cient for a broader analysis of prospective teachers learning as there are elements of the educational process that they are not geared to contemplate. The results made it possible to review some aspects of the discipline.

Resumo: Esse trabalho apresenta um relato sobre como a abordagem CTS foi utilizada na elaboração ... more Resumo: Esse trabalho apresenta um relato sobre como a abordagem CTS foi utilizada na elaboração do livro didático de química para a 1 a série do Ensino Médio, para um público de alunos de 14 a 15 anos, de um sistema de ensino brasileiro. A elaboração e revisão de originais foram feitas por uma equipe multidisciplinar de professores. Essa equipe elaborou uma base crítica para análise da produção a partir de uma proposta educacional, dos Parâmetros Curriculares Nacionais Brasileiros e de temas sócio-científicos apropriados para o desenvolvimento dos conteúdos obrigatórios no currículo de química. A obra produzida foi organizada em quatro unidades temáticas, cujos sub-temas foram distribuídos em três capítulos. Foi publicada em 2014 e atualmente é utilizada em aproximadamente 200 escolas em 21 unidades federativas brasileiras. Palavras-chave: Ensino de Química; Implementação de abordagem CTS; Material didático. Abstract: This paper presents a report about how the STS approach was used in elaborating a Chemistry textbook for 1 st graders of High School, for a private Brazilian Educational System. A multidisciplinary team of teachers elaborated a critical basis for producing and reviewing the originals. This critical basis considered one institutional educational program, the guidelines of the National Brazilian Curriculum Parameters, and socio-scientific issues that were suitable for the development of content required in Chemistry for an audience of K-10 students. The textbook has four thematic units, whose sub-themes were divided into three chapters. It was published in 2014 and is currently used in about 200 schools in 21 Brazilian states. Resumen: En este trabajo se relata el proceso de implementación de un enfoque CTS en la elaboración de un libro didáctico de química para el primer año de la escuela secundaria, en un sistema de educación brasileño. La preparación y la revisión original fueron realizadas por un equipo multidisciplinar de profesores quienes fundamentaron una base crítica para el análisis déla producción a partir de una propuesta educativa basada en los Parámetros Curriculares Nacionales de Brasil y en temas sociocientíficos apropiados para el desarrollo de contenidos obligatorios del currículo de Abordagem CTS na elaboração de material didático de química por professores: Relato de uma experiência com uma equipe multidisciplinar STS approach in Chemistry didactic material construction by teachers: Report of an experience with a multidisciplinary team

This paper presents a report about how the STS approach was used in elaborating a Chemistry textb... more This paper presents a report about how the STS approach was used in elaborating a Chemistry textbook for 1st graders of High School, for a private Brazilian Educational System. A multidisciplinary team of teachers elaborated a critical basis for producing and reviewing the originals. This critical basis considered one institutional educational program, the guidelines of the National Brazilian Curriculum Parameters, and socio-scienti c issues that were suitable for the development of content required in Chemistry for an audience of K-10 students. The textbook has four thematic units, whose sub-themes were divided into three chapters. It was published in 2014 and is currently used in about 200 schools in 21 Brazilian states.

We investigated the conceptions of 58 prospective teachers of five educational institutions in th... more We investigated the conceptions of 58 prospective teachers of five educational institutions in the metropolitan region of São Paulo about the concept of Scientific Literacy (SL). Data were collected using three instruments and semi structured interviews with the coordinators of undergraduate students who have declared the desire to become chemistry teachers. We analyzed their favorite and rejected teaching strategies, their agreements and disagreements about the general scientific ideas; characteristics of Chemistry; Chemistry in context; high-order learning skills, and affective aspects. We also analyzed lesson plans, learning assessments, and their definition of SL. The collected data were analyzed and results indicated that prospective teachers’ views and practice showed antagonistic, their views has a constructivist tendencies and STS approach, related to higher levels of scientific literacy, however, their practice is related to more traditional trends related to lower levels o...

Fundamentals of Scientific Literacy: A Proposal for Science Teacher Education Program, 2019

Literacy Information and Computer Education Journal, 2018

Scientific Literacy (SL) is a term used in many countries to define the purpose of science educat... more Scientific Literacy (SL) is a term used in many countries to define the purpose of science education. Based on previous research with undergraduate science students [1], academic discipline in a teacher education program was developed in order to promote prospective teachers' understanding of Scientific Literacy. The academic discipline content consisted of three approaches: Science-Technology-Society (STS), Inquiry, and History and Philosophy of Science (HPS). The research objective was investigated on how undergraduate science students (future teachers) understand and reflect on the scientific literacy concept. This proposal was applied in a Brazilian Federal University located in the metropolitan area of São Paulo. Twelve students attended seventeen classes. They studied three different methodological approaches: Science, Technology, and Society (STS), History and Philosophy of Science (HPS), and Inquiry. Some aspects of Nature of Science were also discussed. The researcher, a Ph.D. student, elaborated levels of comprehension for each approach in order to analyze the results. The primary results so far indicated that some students were able to establish relationships among these approaches and their comprehension of each approach was dependent on the emphasis of the teacher educator.

This paper analyzes the CTS approach to proposals for High School Science classes developed by pr... more This paper analyzes the CTS approach to proposals for High School Science classes developed by prospective teachers of a Brazilian public University. The teacher education occurred during the disciplines of Teaching Practice of Chemistry and Physics, in 2015. In this course, prospective teachers developed class plan as a training proposal, based on Science, Technology and Society approach (STS) for Brazilian High School Science class. The analysis was based on Lufti ‘s categories of contextualization, assessing whether the proposals were limited to only motivate or illustrate; or problematize and integrate scienti c concepts with social and technological issues; if excluded environmental issues economic, social and political, or, if they did emerge the extraordinary. The analysis was complemented by assumptions of qualitative research methodology for data extracted from teachers’ and researcher’s eld notes who accompanied the discipline. The results indicate some proposals favoring scienti c content explaining everyday facts, but without relating them to the social issues. Still others brought scienti c content and super cially explored more social, political, technological or economical issues. Another group showed better balance between scienti c, social, and technological content, using scienti c knowledge for dealing with issues in the light of social and technological context. It was also noted that the categories of Lufti are not suf cient for a broader analysis of prospective teachers learning as there are elements of the educational process that they are not geared to contemplate. The results made it possible to review some aspects of the discipline.