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In this research paper we explore the diversity of teaching practices of Natural Sciences that are carried out in the Primary Education of Youth and Adults in the province of Santiago del Estero. We conducted classroom observations and interviews with teachers and administrators and a feedback workshop with staff from one of the schools participating in the study. We found different tensions between curricular documents, teaching practices and unmet needs for continuous teacher training. We recognised the existence of hegemonic practices that are decontextualized, with an inductivist image of science that is far removed from the territories where the educational centers are located. At the same time, there are teaching practices with a problematizing directionality of situations of injustice that promote dialogues of knowledge and experiences. However, in the absence of institutional spaces for exchange and reflection among teachers, these practices are neither systematized nor disseminated to the whole, which reduces their transformative potential. [ABSTRACT FROM AUTHOR]

As preocupações para a promoção da literacia científica para todos estão alinhadas com as recomendações internacionais de organizações como a ONU e OCDE. Diretrizes advogam um ensino das ciências contextualizado, sequencial e sistemático desde os primeiros anos de escolaridade. Em Portugal, o currículo de ciências do ensino primário (6-10 anos de idade) privilegia os conhecimentos em detrimento das capacidades e atitudes e valores e revela a ausência de orientações explícitas para o ensino das ciências o que motivou a sua reformulação. Este artigo descreve o processo de desenvolvimento de uma proposta curricular para o ensino das ciências para os primeiros anos. Adotou-se a metodologia EDR e através da análise comparativa do atual currículo português da área de ciências, para o ensino primário com o de outros países (Singapura, Estados Unidos, Austrália, Inglaterra e Canadá) desenhou-se uma nova proposta de projeto curricular alinhada com uma perspectiva IBSE e orientação CTS.

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Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The work aims to describe and disseminate a repertoire of scientific skills, feasible to be used in education and educational research. Its theoretical and pragmatic foundations and the construction process are presented. Details of its testing and validation by consensus are provided. It is based on a conception of interdisciplinary and multicultural science. It incorporates aspects related to health, sustainable development and the environment; It contemplates the socio-community context in the putting into play of competences by people. It contains 27 scientific skills located in four dimensions: know, apply, assess and transfer. It concludes by reflecting on its usefulness in the design of educational experiences, in teacher training, and in the generation of knowledge. The aspects that have been collected for the construction of the repertoire, point to the transformation of didactic strategies and research on science teaching. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current paper is framed in a research field concerning emotional dimension, as a branch of Natural Science Didactics. For this purpose, a poll was sent in November of 2020, the first pandemic year. From it, the collected data was analyzed at first, and then graphics were built. Four principal topics were taken into consideration in this analysis: communication among students, the relationship between students and teachers, ways of content transmission, and how students are evaluated. Thinking particularly of a pandemic context, in which both teaching and learning have been obligated to be virtual, the results uncover the imminent necessity of considering emotional aspects in an academic context. For instance, an increase in students' positive emotions under synchronic classes can be observed, as well as a rise the negative ones on behalf of losing the interaction between pairs or as a result of teachers standing by the same evaluation methods. [ABSTRACT FROM AUTHOR]

Este estudo faz parte de uma pesquisa de doutorado que caracteriza as concepções de professores em formação em ciências naturais para a Educação Afetivo-Sexual. Assim, o estudo é qualitativo onde um questionário com 22 questões foi elaborado em torno do tema de interesse. Esse instrumento foi aplicado a 50 professores participantes, e suas respostas foram sistematizadas em categorias emergentes da análise de conteúdo. Os resultados são apresentados em torno das categorias: Natureza da Sexualidade, Dimensão Afetiva, Diversidade Sexual, e Objetivos de Ensino. Desta forma, destaca-se o interesse dos professores em abordar as questões da sexualidade humana a partir de posturas biopsicossociais, estabelecendo processos de formação continuada que contribuam para suas práticas educacionais.

Contemporary society currently shows several scientific and technological advances that have contributed to improve the quality of life of human beings. However, they have also exacerbated problems and the asymmetries between them, such as the scarcity of drinking water and food production, access to basic health care and disinformation. As a result, education, in general, and in science teaching, in particular, need to be reconsidered and to respond effectively to these complex challenges. One of the demands relates to changes in educational and curricular policies. Among these is the need to focus the curriculum and programs of all disciplines on areas of competency, such as critical and creative thinking (CCT). One way to achieve this is by investing in the development of didactic proposals for students to experience responsible citizen participation, explicitly mobilizing CCT skills. In this context, a study was developed with the purpose of elaborating, implementing and evaluating didactic proposals for science teaching with a focus on CCT, designed for students aged 8-12. Accordingly, the research question of the present study was: “Do the didactic proposals developed and implemented contribute to the improvement of students' CCT”? This study followed a mixed-approach combining, on the one hand, an action-research plan for the elaboration and implementation of didactic proposals for science teaching and, on the other hand, a pre and post-test with a non-randomized selection of participants. The results obtained support the conclusion that the didactic proposals that were designed and implemented promoted students' CCT. Thus, these proposals show significant potential for students of these age groups and close, given the transversal themes on which they focused, serving also as examples to be used in teacher education, so that they start to promote more explicitly and intentionally these two types of thinking.

Contemporary society currently shows several scientific and technological advances that have contributed to improve the quality of life of human beings. However, they have also exacerbated problems and the asymmetries between them, such as the scarcity of drinking water and food production, access to basic health care and disinformation. As a result, education, in general, and in science teaching, in particular, need to be reconsidered and to respond effectively to these complex challenges. One of the demands relates to changes in educational and curricular policies. Among these is the need to focus the curriculum and programs of all disciplines on areas of competency, such as critical and creative thinking (CCT). One way to achieve this is by investing in the development of didactic proposals for students to experience responsible citizen participation, explicitly mobilizing CCT skills. In this context, a study was developed with the purpose of elaborating, implementing and evaluating didactic proposals for science teaching with a focus on CCT, designed for students aged 8-12. Accordingly, the research question of the present study was: "Do the didactic proposals developed and implemented contribute to the improvement of students' CCT"? This study followed a mixed-approach combining, on the one hand, an action-research plan for the elaboration and implementation of didactic proposals for science teaching and, on the other hand, a pre and post-test with a non-randomized selection of participants. The results obtained support the conclusion that the didactic proposals that were designed and implemented promoted students' CCT. Thus, these proposals show significant potential for students of these age groups and close, given the transversal themes on which they focused, serving also as examples to be used in teacher education, so that they start to promote more explicitly and intentionally these two types of thinking. [ABSTRACT FROM AUTHOR]

This study conducted an analysis of the trend to applying the case study method in science teaching, specifically chemistry. To that end, an implicative statistical analysis was carried out in 71 issues of Science Education Journals between 2005 and 2015. Analysis revealed important implicative hierarchical relations in the trends to case studies in the articles investigated, where the biological and interdisciplinary sciences appear more in papers that use case studies applied to teaching. This type of application is more present in foreign journals and in higher learning, with mathematics, physics, and sciences more prevalent in studies that apply the method to research, and chemistry on the interface of these two applications. The latter use of the method is more common in national journals and elementary education. For chemistry teaching, the present study suggests the need to implement pedagogic practices that use the case study methodology at different teaching levels.

Integrando uma investigação mais vasta sobre a influência do género no ensino e na aprendizagem das ciências, procede-se aqui à análise dos dados obtidos a partir de questionários aplicados a estudantes de 9º ano (com idades de 14 a 15 anos) e docentes de ciências. Procurou-se conhecer quais os modos de aprendizagem preferidos por estudantes e quais as estratégias de ensino desenvolvidas por docentes de ciências. Conclui-se que, apesar de se registarem algumas diferenças entre moças e moços, estas diferenças se tornam mais acentuadas quando se comparam as preferências manifestadas dentro de cada um destes grupos ou quando se comparam as preferências do grupo de estudantes com as práticas docentes.

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order to contribute to the theme of the use of didactic resources in the science teaching with digital technologies, this work presents two computational simulators elaborated with GeoGebra to approach the simple parabolic and harmonic movements, characterizing them as learning objects according to the perspective of Kalinke et ál. (2005). To make this, two lesson plans are described in which these simulators can be inserted in classroom. The development of each lesson plan contemplates the transit through three moments in which are reflected the theoretical aspects, the use of the simulator to interact with the phenomenon modeled and the conclusions that can be reached after the activity. It is hoped that this work will be a direct support to the professional practice of those teachers who have the will to integrate digital technologies in their classes and be the inspiration for the creation of their own teaching materials. [ABSTRACT FROM AUTHOR]

Os espaços não-formais são promissores para a promoção de aprendizagens e saberes que vão além do nível conceitual, ou seja, resultados não-cognitivos, como, atitudes, valores, habilidades, dimensões emocionais e sociais etc. Contudo, muitas instituições têm dificuldades de avaliar o impacto educativo de suas exposições para além do divertimento e lazer. Diante disso, o presente trabalho tem como objetivos mapear as aprendizagens amplas do público em visita a uma exposição sobre nanociência e nanotecnologia, utilizando o arcabouço teórico metodológico denominado de Resultados Genéricos da Aprendizagem (GLOs – Generic Learning Outcomes), bem como investigar o seu potencial para pesquisa nos espaços não-formais. Para tanto, aplicamos instrumentos disponibilizados pelo arcabouço GLOs com o público que visitou a exposição Nano Explora, do Museu Espaço Ciência. Após o tratamento dos dados observamos a predominância de dimensões específicas dos GLOs e consideramos seu potencial como um arcabouço teórico e metodológico eficaz para analisar aprendizagens mais amplas, características dos espaços não-formais.

The basic vision of learning science has changed as scientific culture concepts evolution and the nature of the teaching of science go along. From a model essentially based on information acquisition, science instruction has included the practice of the science method when the importance of emphasizing the development of personal skills, thinking processes, and action was considered. The concern about citizens’ education in matters referring to the relationship between science and society and enlightened social participation demanded a special attention in investigation and in students’ participation in issues related to urban, natural, and technological environment. This research seeks to develop an integrative model of curriculum organizations based on these three axes or perspectives: science, individual, and society. A matrix enabling the analysis of curricular proposals and organization plans of didactic units is built, as well as the observation of teachers’ representations in the teaching of science.

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Na sociedade atual, permeada pela ciência e pela tecnologia, o conhecimento é, cada vez mais, a maior valia para a vivência plena da cidadania. No presente artigo, parte-se da premissa de que a educação científica e tecnológica deverá proporcionar a formação, a inserção e o desenvolvimento da capacidade criativa do cidadão na sociedade, isto é, deverá dotar o indivíduo de capacidade para utilizar os saberes das disciplinas, para que ele possa enfrentar com sucesso as situações da existência. A fim de que isso se concretize, a concepção adequada da natureza da ciência e do empreendimento científico precisa ser considerada na prática pedagógica dos professores. Nesse sentido, argumenta-se sobre a contribuição que a integração da abordagem histórica poderá dar para a formação na e para a cidadania. Consoante a importância que a História da Ciência representa, para aprender sobre a natureza da ciência, pela complexidade que apresenta, precisa ser utilizada na combinação com outros recursos metodológicos.

RESUMEN: Se presenta un análisis epistemológico con intenciones pedagógicas sobre la constitución del fenómeno voltaico, lo cual da paso a interrogantes sobre la perspectiva fenomenológica como una apuesta para la enseñanza de las ciencias, tales como: ¿Qué aspectos se debe tener en cuenta en los procesos de formalización que se dan en la conformación de un dominio fenomenológico? y ¿Cómo hablar de la dinámica cognitiva desplegada en la constitución de dominios fenomenológicos? El análisis epistemológico muestra que se dan diversas relaciones entre fenómenos de diferente clase en el proceso de constitución de un dominio fenomenológico. En el caso del fenómeno voltaico se caracterizan relaciones que se dan en dos momentos: la unificación de la electricidad y la emergencia del campo de la electroquímica. Se destacan tres tipos de relaciones: reducción; unificación; y equivalencia. Se concluye que si los procesos de formalización se caracterizan por establecer relaciones de diferente clase, estas se pueden convertir en herramientas de orden epistemológico y cognitivo para la clase de ciencias.

Resumo: A Aprendizagem Baseada na Resolução de Problemas é uma metodologia de ensino, fundamentada no Ensino por Investigação, que pretende promover o desenvolvimento de diversas competências, que possibilitem o estímulo do raciocínio científico, a autonomia e o desenvolvimento de capacidades de questionamento e reflexão críticas. Neste contexto, o questionamento surge como uma ferramenta útil na construção de conhecimento e no desenvolvimento destas competências no aluno. Pela relevância que o manual escolar assume nas aulas de Ciências, importa que este contribua positivamente para a competenciação do aluno. Neste pressuposto, foram analisados os manuais mais adotados nos três anos do 3º ciclo do Ensino Básico, de acordo com a função e localização das questões, assim como o nível cognitivo das mesmas. Apesar de a maioria das questões ser de baixo nível cognitivo, verifica-se a existência de questões de nível elevado, potenciadoras de uma aprendizagem mais autónoma e autorreguladora.

Quando se combinam termos como sociedade, educação e tecnologias, parece destacar-se a ideia de que as tecnologias têm sido associadas a algumas das mais expressivas mudanças ocorridas na sociedade do século XX e início do século XXI, e têm sido relatadas como capazes de influenciar aspetos diversos e significativos da realidade social, a ponto de alguns autores dizerem que estamos perante uma nova forma de organização da sociedade e do sistema econômico, à qual o sistema educativo deveria procurar corresponder, adequando-se. Neste artigo, apresentam-se algumas perspetivas e olhares que julgamos úteis para alavancar uma reflexão sustentada e projetiva sobre o passado, o presente e o futuro das inter-relações entre as esferas social, educativa e tecnológica e as possíveis influências daí decorrentes para o ensino das ciências. Assim, de forma mais descritiva, importa referir que este artigo é constituído por cinco tópicos que julgamos relevantes para consubstanciar a reflexão sobre a temática em apreço. Começando por apresentar algumas considerações sobre a sociedade da informação, a metáfora da rede e o potencial coletivo, segue-se um enfoque nas tecnologias e na sua relação com as "escolas que aprendem". Na medida em que o letramento digital não se esgota na competência tecnológica, a instituição escolar - e os seus agentes pode assumir um papel de mediação entre os desafios da sociedade do conhecimento e as novas gerações. Nesse contexto de interdependências múltiplas, termina-se o artigo com algumas reflexões sobre a educação em ciência, o ensino das ciências e o letramento científico na sociedade da informação.

In Colombia, the majority of universities that train professionals in chemistry prioritize their scientific training in a disconnected way with chemical processes and industrial chemistry, although 78% of chemists practice their profession in the industry, evidencing a high demand in that labor market (Ministry of Education, 2015). In the Eco-efficiency research group of the Pedagogical and Technological University of Colombia, an educational innovation was developed for training by competencies of chemists, called chaining towards green chemistry. The chaining was designed in terms of competence unit, based on metacognitive strategies of learning, evaluation and transfer; it was applied in a course of industrial chemistry in eighth semester, with pedagogical mediation of learning based on eco-efficient projects, and undertaken in an action-research (Carr, 1988). It started with 19 generic competences proclaimed in the Alfa Tuning Latin America Project (2005-2013), and 16 specific competences, articulated with the twelve principles of green chemistry, in order to ensure the sustainability of the chemical process (Anastas and Warner, 1998). The purpose of this work was to evaluate the training process by competences under the criterion of authentic evaluation and its results, referring to the relevance and effectiveness of educational innovation, formulated and executed around self-knowledge, self-reflection and self-regulation. The results, validated internally and externally, are evidenced by the semester production of 10-15 eco-efficient products submitted to the entrepreneurial process, with important academic recognition, both academically and in the productive sector. [ABSTRACT FROM AUTHOR]

This study aimed to investigate if the activities using cooperative learning developed in a class of the 5th grade, in the context of supervised teaching practice, influenced students' learning. The results obtained revealed that students acquired knowledge and developed social and cognitive skills through the cooperative learning method. However, it is necessary to carefully prepare and develop group work, not only as joint work but as a source of learning and knowledge sharing among peers. In the course of the activities, students revealed difficulties in the organization and functioning of the group. This could be related to the fact that they are not accustomed to working in groups, as the interview analysis indicates. The difficulties were reduced by the internalization of the assigned roles and the students were modifying their behavior. [ABSTRACT FROM AUTHOR]

Pedagogical knowledge (PK) can be understood as the set of educational analysis and instructional technics; and also, management strategies that primary teachers use to teach. For its assessment, a previously validated instrument to assess Pedagogical Content Knowledge, called CoRe, was used and a set of specific indicators (rubrics) were defined combining expert's criteria and data analysis from an exploratory studio with preservice elementary teachers. Results showed the sufficiency of these rubrics to account for the variability of participant's answers. Those indicators were used to analyze effects on PK from the instruction in general versus specific didactic in science. Results show an important contribution from specific didactic in science on preservice elementary teacher's PK. [ABSTRACT FROM AUTHOR]

Sendo a Aprendizagem Baseada na Resolução de Problemas uma abordagem didática que incentiva os alunos a pesquisar a solução para um problema, então, o trabalho experimental constitui uma ótima estratégia na implementação dessa nova metodologia. Este estudo desenvolveu-se em Portugal, numa escola superior de educação privada, e envolveu seis futuros professores de Ciências que, tendo em conta as aulas dadas na formação inicial, no âmbito da Didática das Ciências, planificaram onze atividades experimentais para implementação posterior, em contexto de estágio. Usaram, como suporte, a Carta de Planificação utilizada no Programa de Formação em Ensino das Ciências, promovido pelo Ministério da Educação. Os resultados revelam que os estudantes estruturaram corretamente essas atividades experimentais, ainda que evidenciassem algumas fragilidades nas etapas que requerem maior envolvimento conceitual por parte dos alunos. Assim, torna-se necessário o investimento na formação inicial de professores, preparando-os a lidar com atividades promotoras da resolução de problemas.

This article provides an approach to the conceptions of Nature of Science and Technology (NSt) and of the teaching and learning of sciences of five middle-school chemistry teachers from Chile, aiming to understand the connection between these categories. A semi-structured interview based on eight defined categories was conducted using an analysis model that considers the variations between an informed and an uninformed conception. Interviews were coded and categorized using the NVivo V.8 software, and an initial descriptive analysis was designed to interpret and establish connections for the presentation of the irreducible conceptions that characterize the conceptual scheme of teachers. As the main results in the two cases under study, we found that, according to the teachers' pecepcion, there are no defined positions regarding the NSt or the teaching and learning of science, given that their conceptual schemes lack epistemological coherence. We were also able to identify some strong nuances and interesting tensions between the two dimensions of research with respect to constructivist-relativist/empiricist-realist positions, emphasized in the epistemological and didactic fields, in which their scope and two-way relations are in a conceptual foreground. This is related to an absence of reflective, theoretical analysis about their conceptions and suggests the need to generate spaces for training and reflection where such conceptions can be changed into others closer to the scientific education that is required today. [ABSTRACT FROM AUTHOR]

The article presents the results of a documentary research aimed at characterizing the line of research entitled Laboratory practical work (LPW) The structure of the study was based on the screening and selection of information consolidated and conventionally accepted in five journals, all of them indexed and recognized in databases, from the Ibero-American context and one from the national context. The articles were selected after reviewing catalogs in ascending chronological order from 2012 to 2016. Analyzes focused on the main disciplines approached in LPW, namely: chemistry, physics, biology and natural sciences in general, as well as on three main contribution trends: LPW as experiences, didactic implications of LPW, and LPW as an approximation to research. It was concluded that the line of research of the LPW has become an area of high projection in didactic research, being a fundamental field of support for the teaching of natural sciences. Similarly, the study enabled an acceptable classification of the tendencies of the work in LPW, in which classroom experiences are predominant, followed by the analysis of its didactic implications and the approach to the research. Regarding the disciplines in which the LPW are focused, the descending order found is chemistry, biology, physics, and natural sciences. [ABSTRACT FROM AUTHOR]

Today's universities are wrought with profound social and cultural changes that pose new alignments and problems that need to be included as subjects of analysis in educational agendas. University-level teaching practices have become an emerging field for didactic research, since it is there that interaction between teachers and students materializes in order to build knowledge together. In terms of its objective, this work is an invitation to reflect on certain aspects of university education, particularly in professional careers associated with the natural and experimental sciences, aspects that address both learning and pedagogical training for science teachers. To that end, the discussion begins with a description of these new scenarios for teaching and learning science in universities, and goes on to discuss the need for formal pedagogical training for this group of teachers. The article outlines several existing theoretical frameworks (teaching competences, didactic knowledge of content, scientific language) that are considered relevant when dealing with these new problems. It concludes by posing several questions that indicate possible paths for this incipient and fertile field of research; namely, the teaching of science in higher education. [ABSTRACT FROM AUTHOR]

Uma das formas de se contribuir para a formação científica dos alunos, habilitando-os para o exercício de uma cidadania responsável, é a realização de pequenas investigações, já nos primeiros anos de escolaridade, dada a multiplicidade de atitudes investigativas que essas ações contemplam.

En este artículo se destaca la importancia de introducir la Biotecnología en la formación inicial y permanente de los profesores de biología, como disciplina que aproxima la naturaleza de la ciencia y las necesidades sociales. Es resultado de una sistemática revisión bibliográfica, interpretación y análisis de elementos conceptuales sobre el conocimiento biotecnológico y la formación del profesor de Biología, bajo la óptica del paradigma de la complejidad.Este artigo mostra a importância de introduzira biotecnologia na formação inicial dos professores de biologia como a disciplina que avizinha a natureza da ciência e as necessidades sociais. O artigo é o resultado de uma revisão bibliográfica sistemática, interpretação e análise de elementos conceituais com respeito do conhecimento biotecnológico e a formação do professor de biologia desde a perspetiva da complexidade.The article emphasizes the importance of introducing biotechnology as an initial and permanent part of the curriculum for training teachers in the field of biology, which is regarded as a discipline focused on the nature of the science and the needs of society. It is the result of a systematic bibliographic review, interpretation and analysis of conceptual elements concerning biotechnological knowledge and the training of biology teachers, from the standpoint of the complexity paradigm.

This article presents a proposal to address the negative attitudes towards science, through practical classroom work. This method is based on teaching kits developed by students and teachers within school science research aimed. The kits allow active processes to develop the teaching and learning process of science in a better way, fail to motivate students and improve their attitudes towards science, build explanatory models and conduct research without needing a laboratory or specialized materials. Teachers who participated in the implementation of the methodology appropriated this, they developed a positive attitude towards its use and conceived as a solution to address the lack of practical sessions in teaching science. [ABSTRACT FROM AUTHOR]

Introduction. Skills for science processes are a part of scientific literacy and also are a very important component of science teaching. There are, nevertheless, not enough studies in Iberoamerica about these skills in secondary education. Objective. This is an exploratory study that aims to determine the familiarity and interest degrees of secondary education students on these skills. Materials and methods. A questionnaire was given to 144 Spanish secondary students, from five different education levels. In that questionnaire, their familiarity and interest degrees on the skills of the basic and integrated sciences are demanded. Results. The familiarity degree with the sciences processes is growing as the academic level is higher. Nevertheless, the interest degree reaches its maximum levels at the beginning and at the end of the secondary education. The U Mann-Whitney's test reveals that there are not significant differences between the basic and the integrated skills. The "chi square" test demonstrates a significant association between the familiarity degree and the academic level and between the interest degree and the academic level. Conclusions. The familiarity degree of secondary education students with the skills related to science processes is relatively good (except for three integrated skills) and is significantly better at the end of the secondary education. The interest degree is really high and is significantly higher at the beginning and at the end of the secondary education. [ABSTRACT FROM AUTHOR]

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Em certas situações, a Didática das Ciências transmite como mitos algumas crenças que não estão suficientemente sustentadas pela investigação que ela própria produz. Este artigo mostra dois desses mitos relacionados com os motivos que se costumam apontar para incluir a Natureza da Ciência no ensino das ciências, como sejam a suposta relação entre a prática docente e as crenças sobre a Natureza da Ciência, e a crença de que a sua compreensão é um fator chave na hora de tomar melhores decisões cívicas em questões tecnocientíficas de interesse social. A análise que se apresenta realizou-se mediante a revisão de diversos resultados de investigações procedentes da própria Didática das Ciências e também da Psicologia das Decisões. A conclusão aponta para considerar que outros fatores influenciam mais, tornando muito menos lineares essas hipotéticas relações do que alguns especialistas pensam e mais complexa a problemática abordada.In some situations Science Education transmits as myths various beliefs as myths that are not enough sustained by the research in its own domain. This paper shows two of these myths related to the reasons usually pointed in orderfor includinge the Nature of Science in science teaching:, such as the supposed relationship between the educational practice and the beliefs about the Nature of Science, and also the belief that its understanding of the Nature of Science is a key factor in when making better civicdecisions as citizens in technical socioscientific oscientific issues. with social interest The analysis was carried out by means of athe review of several results from the own Science Education Research, and also from the Psychology of Decisions. The conclusion seems to be clear: other factors are of a greater influence, making those hypothetical relations much less linear than some experts wcould think, and making the questions much more complex. the presented question.

No presente artigo, discute-se a construção epistemológica da Educação em Ciência como área interdisciplinar que integra, por apropriações e transposições educacionais, campos relevantes do saber, nomeadamente a Filosofia da Ciência, a História da Ciência, a Sociologia da Ciência e a Psicologia Educacional. Desenvolvem-se, em seguida, argumentos de natureza curricular e de política educativa4 que procuram clarificar, afinal, para quê e para quem a Educação em Ciência. Debruçamo-nos, necessariamente, por fim, sobre o ensino das Ciências e suas orientações preferenciais e que se perfilam como as mais congruentes com os referenciais teóricos enunciados. Note-se que esse percurso de pesquisa/teoria/prática exige reflexão, tempo, maturação de idéias, cumplicidade com a inovação e empenho na ação.The paper starts with a brief description of the epistemological construction of Science Education and its interdisciplinary character, in particular the contributions of the Philosophy of Science, History of Science, Sociology of Science and Educational Psychology. Secondly, arguments are developed in order to find out appropriate answers to two key educational issues, namely, the purpose of science education and who science education is for. Finally, the paper characterizes three main orientations for science teaching based on the previously developed framework.