Biology technology, and innovation in high school curriculum
Based on frameworks that propose the contextualization of science education centered in the science/technology/ society relationships, and on the belief that the teacher has a fundamental role on the curriculum innovation processes, this paper describes and analyses different elements of the pedagog...
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Universidade Federal do Rio Grande do Sul
1998-01-01
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Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID38/v3_n1_a1998.pdf |
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doaj-e849255edaba4dce90bf0bec8438d6fc2020-11-24T23:13:49ZengUniversidade Federal do Rio Grande do Sul Investigações em Ensino de Ciências1518-87951998-01-01316181Biology technology, and innovation in high school curriculumAntonio Carlos Rodrigues de AmorimBased on frameworks that propose the contextualization of science education centered in the science/technology/ society relationships, and on the belief that the teacher has a fundamental role on the curriculum innovation processes, this paper describes and analyses different elements of the pedagogical practice of teachers of the city of Campinas/SP, in the perspective of outlining an overview regarding the already existing biology and technology relationship. It focuses in a detailed way the conceptions of the relationships between biology and technology present in the instructional materials used or produced by teachers, describing and discussing the wide range spectrum of identified possibilities. It also emphasizes the approaches to biology and technology relationships identified by interviewing the teachers, being them similar or not to those found in the instructional materials. Indicators of the existence of a problematic theory and practice association, in which the theoretical elements (science) are hierarchically superior to the practical elements (technology), were detected. This kind of association should constitute a focus of attention in the construction of innovative proposals for the biology curriculum, since science classroom discussions regarding technology – in their ethical, aesthetical, epistemological, and marketing aspects – represent an important path to dimension the biological knowledge in the capitalist contemporary society.http://www.if.ufrgs.br/ienci/artigos/Artigo_ID38/v3_n1_a1998.pdfbiology and technologycurriculum innovationteachers views |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Antonio Carlos Rodrigues de Amorim |
spellingShingle |
Antonio Carlos Rodrigues de Amorim Biology technology, and innovation in high school curriculum Investigações em Ensino de Ciências biology and technology curriculum innovation teachers views |
author_facet |
Antonio Carlos Rodrigues de Amorim |
author_sort |
Antonio Carlos Rodrigues de Amorim |
title |
Biology technology, and innovation in high school curriculum |
title_short |
Biology technology, and innovation in high school curriculum |
title_full |
Biology technology, and innovation in high school curriculum |
title_fullStr |
Biology technology, and innovation in high school curriculum |
title_full_unstemmed |
Biology technology, and innovation in high school curriculum |
title_sort |
biology technology, and innovation in high school curriculum |
publisher |
Universidade Federal do Rio Grande do Sul |
series |
Investigações em Ensino de Ciências |
issn |
1518-8795 |
publishDate |
1998-01-01 |
description |
Based on frameworks that propose the contextualization of science education centered in the science/technology/ society relationships, and on the belief that the teacher has a fundamental role on the curriculum innovation processes, this paper describes and analyses different elements of the pedagogical practice of teachers of the city of Campinas/SP, in the perspective of outlining an overview regarding the already existing biology and technology relationship. It focuses in a detailed way the conceptions of the relationships between biology and technology present in the instructional materials used or produced by teachers, describing and discussing the wide range spectrum of identified possibilities. It also emphasizes the approaches to biology and technology relationships identified by interviewing the teachers, being them similar or not to those found in the instructional materials. Indicators of the existence of a problematic theory and practice association, in which the theoretical elements (science) are hierarchically superior to the practical elements (technology), were detected. This kind of association should constitute a focus of attention in the construction of innovative proposals for the biology curriculum, since science classroom discussions regarding technology – in their ethical, aesthetical, epistemological, and marketing aspects – represent an important path to dimension the biological knowledge in the capitalist contemporary society. |
topic |
biology and technology curriculum innovation teachers views |
url |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID38/v3_n1_a1998.pdf |
work_keys_str_mv |
AT antoniocarlosrodriguesdeamorim biologytechnologyandinnovationinhighschoolcurriculum |
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