Abstract
This paper initially seeks to systematize the foremost arguments presented by different authors to justify the importance of considering aspects of the Natural Sciences in teaching activities. From this opening framework and based on responses obtained in the application of the VNOS-C questionnaire (Views of Nature of Science, Form C), as well as the use of semistructured interviews, reports have been acquired explaining teaching aspects about the nature of sciences in the context of Secondary School. More specifically, under the eyes of teachers in the field of Biology, Physics and Chemistry, outlining some trends and perspectives in the schooling practice of teachers of Natural Sciences, concerning the possibility that they consider in their teaching activities some of the aspects of the nature of sciences and Human Ecology. As main results of this study, we found that the concerns of teachers go beyond the perspective of teaching Science, Technology and Society, as their concerns extend to broader educational issues, such as continued progression, the decrease in the number of classes in Natural Sciences and the role of the school in society.
Highlights
This paper seeks to confirm the results found in investigations of this nature, focusing on the conceptions of a group of Secondary School teachers who work in the areas of Natural Sciences at a Public School located in the state of Bahia, Brazil
The educational practice must be focused on the formation of the citizen student who is committed to social transformation
As the mediator of the teaching-learning process, the educator must promote the contextualization of the contents worked in the classroom, constructing the knowledge which is significant to the learner
Summary
This perception is strictly linked to the concerns of social life that permeate other spheres of discussion, such as politics and economics that, in a certain way, legislate and attest to the spaces of human social production. Lederman (2007) considers that, in a scientific and technologically advanced society, the citizen exercise and democracy will only be possible through the understanding of the scientific enterprise and its interactions with technology and culture The teacher’s acceptance of the nature of sciences by has been identified as one of the essential aspects of scientific literacy, vital to the critical and responsible evaluation of policies, as well as the scientific and technological proposals. Lederman (2007) considers that, in a scientific and technologically advanced society, the citizen exercise and democracy will only be possible through the understanding of the scientific enterprise and its interactions with technology and culture
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