Science, Technology, Society And Environment Research Articles

Trabajar la Educación Ambiental en la Educación Infantil, utilizando los principios del enfoque CTSA

Early Childhood Education is an important stage of Basic Education and fundamental for the formation of our children, therefore, in this work, the proposal was to work on Environmental Education with children, from non-formal spaces, more specifically the Barreiros Municipal Park ( BMP), guided by the principles of Education Science, Technology, Society and Environment (STSE). This work is part of a doctoral thesis. This is a qualitative intervention-action-pedagogical research. Discursive Textual Analysis was used for data analysis. During the development of the work, a didactic sequence was carried out that provided for an initial discussion on the subject, a visit to the site (BMP) and carrying out different activities on the visit made. The results showed the development of critical thinking, argumentation, environmental perception and concern with issues related to nature conservation.

Biodiversity and Science, Technology, Society and Environment (STSE): Visitor Perceptions at a Science and Natural History Museum

This qualitative study investigated perceptions of STSE topics manifested by adults visiting four biodiversity exhibits at the Royal Ontario Museum (ROM) in Toronto, Canada. Seven visitors were observed by researchers during their visits and completed post-visit interviews. The theoretical perspective on STSE relationships expounded by Pedretti and Nazir (2011) and Steele (2014) was adopted for the analysis portion of this investigation. Results indicate that the exhibits were able to communicate their central messages on the relationship between human beings and the natural world and the relationship between science and society, as well as reveal some of the effects that these messages had on the public. However, results also support the assertion that some of the intended STSE concepts were not perceived by the participants. Moreover, we identified limitations regarding adult visitors’ abilities to perceive science and technology as human activities embedded in a social, historical and moral context.

Representing biodiversity in science museums: perspectives from an STSE lens

ABSTRACT This paper explores how biodiversity is represented at the Life in Crisis Schad Gallery of Biodiversity (Royal Ontario Museum, Toronto). Using theoretical perspectives related to science, technology, society and environment (STSE), and biodiversity in science museums, we conducted a qualitative case study of the exhibit. Data collection included records of the exhibit through photos and videos; field notes; in-depth interviews with two museum professionals; and collection of documents and artifacts. The first analytical stage, based on inductive analysis, revealed that biodiversity is being represented as an ‘unknown’ topic, a loss and an unfinished narrative. The second analytical stage, deductively supported by the STSE framework, reflected a prominent logical reasoning angle, through which biological perspectives are routinary reflected in the exhibit. Our analyses also revealed hints of environmental ethics, stewardship, socio-ecojustice and value-centered views often associated in the exhibit with worldwide environmental issues and the idea of generic human beings. Our study suggests that the STSE lens can provide a framework to support the work of science museums around topics like biodiversity. It also highlights the importance of bringing local perspectives to the exhibit content, engaging with critical pedagogical strategies and amplifying the concept of sociobiodiversity.

Comparative Study of Teachers and Students Perceptions towards Science Technology Society and Environment (STSE) Approach

The main aim of this study was to compare the perceptions of secondary school science teachers and students towards Science, Technology, Society and Environment (STSE) approach. Quantitative survey design was used to investigate the problem. The population of the study consisted of all Government secondary school science teachers and students in the tehsil Adenzai. By using stratified sampling technique 90 science teachers and 737 science students were randomly selected for this study. A self-developed questionnaire consisted of multiple scales were used to collect data from the respondents. The study results show significant differences between the perceptions of science teachers and students regarding the concept of STSE approach, required training skills, social context of science, and usefulness of STSE approach for teaching of science. Rank order, frequency and percentage scores showed no difference between the perceptions of science teachers and students regarding aim of science education, hindering challenges in STSE approach and suggestions and recommendations for the implementation of STSE approach. It was recommended that science curriculum may be developed on the basis of STSE approach and science teachers may properly be trained to implement this approach in classroom for teaching science subjects

The Science, Technology, Society and Environment (STSE) Approach: Perceptions of Secondary School Science Students

The major purpose of this study was to investigate the perceptions of government secondary school science students towards Science, Technology, Society and Environment (STSE) approach in district Dir Lower. The quantitative (survey) design was used. The data were collected from 737 science students through a self-developed questionnaire based on multiple scales. The respondents consisted of both boys and girls science students of secondary and higher secondary schools. The questionnaire included questions about awareness of STSE approach and the problems impeding this approach in science teaching. The reliability of the questionnaire was established through Cronbach's alpha and found 0.87. Data were analyzed by using frequency, percentage, mean, and standard deviation (Descriptive Statistics). The result of the study revealed that students were familiar with this approach and considered it helpful to enhance the critical and scientific thinking skills of students as it leads to motivate them in learning the abstract concepts of science. The study recommended that science teachers may be given proper training to implement this approach in the classroom to teach science subjects effectively.

The Status Quo and Reflection on Situation-Creating Method in Junior High School Science Teaching Based on STSE Education

In recent years, STSE (science, technology, society, and environment) education ideas have gradually developed and matured in science textbooks, meanwhile situation-creating is a teaching method that can effectively increase students' motivation. When conducting STSE education activities, teachers can infuse STSE education concepts by creating effective teaching situations. With the idea of combining these two to solve practical teaching problems, we analyzed the STSE contents in science textbooks, while investigating the present condition of situation creation in STSE education in a junior high school and summarizing the difficulties encountered in the implementation of STSE teaching, hoping to provide certain help for future STSE situational teaching.

STSE Collaborative Learning: Fostering Students' Learning Motivation on Electrolyte Non-Electrolyte Chemistry Unit

Abstract: Chemistry teaching-learning plays an important role in the development of knowledge transfer systems that are sustainable towards the environment and technological development in the society. Student motivation is needed so that the learning objectives can be achieved. In this research, students' learning motivation was fostered through the Science, Technology, Society and Environment (STSE) learning approach on electrolyte-non electrolyte subject. Therefore, this research was conducted to analyze the differences learning motivation among students who studied using the STSE approach. Quasi-experimental, specifically non-equivalent control group design was adopted as a research design. About 68 students participated as a research sample and grouped into experimental and control groups. Students' motivation in learning chemistry as a dependent variable was measure using learning motivation questionnaire, the five-point Likert scale was used. The results shows that the average scores of students' motivation in experimentalgroup increased from 132.21 to 135.62, meanwhile in control group slightly decreased from 121.06 to 120.65. Research data analyzed through the independent sample t-test, show the significance (2- tailed) value obtained was 0.013, less than 0.05. Itmeans that there was a significant difference of students' learning motivation between the experimental and control groups. Moreover, STSE can be used as an alternative learning approach to foster student learning motivation. Keywords: STSE, learning approach, collaborative learning, learning motivation

Shifting the Teaching Beliefs of Preservice Science Teachers About Socioscientific Issues in a Teacher Education Course.

The purpose of this study was to investigate how 22 preservice science teachers’ (PSTs’) beliefs about teaching socioscientific issues (SSI) changed after experiencing SSI instruction and reflection from both a learner’s perspective and a teacher’s perspective during a 12-week initial teacher education course. The study also explored the learning experiences associated with these changes. This study was conducted in Hong Kong, where the science, technology, society and environment (STSE) framework has been integrated into the secondary science curriculum but no SSI instruction is provided. Data were collected through learning tasks completed by the participants: (a) curriculum designs (pre-, mid- and post-course), (b) lesson plans (mid- and post-course) and (c) weekly reflective journals. Six profiles characterising teaching beliefs about SSI emerged from the data analysis. Qualitative analysis showed that the teaching beliefs of the PSTs had shifted from the traditional view that SSI should not be covered in science education to embracing SSI teaching. Three illustrative cases were used to capture key learning experiences and explore how these had led to a change in beliefs over time. These cases explained how PSTs’ reflection on the why, what and how of teaching SSI to students can shape their beliefs about teaching SSI. The results have implications for the development of a closer alignment between PST beliefs and the SSI paradigm.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10763-021-10177-y.

As Relações Ciência Tecnologia Sociedade e Ambiente (CTSA) no Ensino de Ciências da Natureza: um mapeamento na Biblioteca Digital Brasileira de Teses e Dissertações no período de 2013 a 2019

A partir da metade do século XX, o desenvolvimento científico-tecnológico se intensificou e a atividade industrial tornou-se mais sofisticada, comprometendo assim, o meio ambiente. A aceleração da degradação ambiental, a pobreza e as relações entre os modos de consumo e produção, fez surgir a tomada de consciência por parte da sociedade para constituir uma visão do ensino que levasse em consideração as relações entre Ciência, Tecnologia, Sociedade e Ambiente (CTSA) para a formação científica e ambiental do cidadão. Com a finalidade de compreender como essas relações são desenvolvidas na área das Ciências da Natureza apresentamos nesse artigo o resultado de uma pesquisa do tipo Estado do Conhecimento realizada na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) no período de 2013 a 2019 que teve como objetivo conhecer como as relações CTSA vem sendo desenvolvida pelos pesquisadores dessa área do conhecimento. Selecionamos 44 produções que foram analisados de acordo com Fiorentini. Os dados revelaram que a partir do ano 2015 o número de pesquisas variou pouco ao longo dos anos, as instituições de ensino superior que mais desenvolveram pesquisas foram a Universidade Estadual Paulista (Unesp), Universidade Federal Fluminense (UFF) e a Universidade Federal de Sergipe (UFS). As relações CTSA são desenvolvidas pelos pesquisadores, em sua maioria a partir da construção e aplicação de sequências de ensino cuja temática são as questões sociocientíficas.

O diálogo entre a educação ambiental crítica e o enfoque ciência, tecnologia, sociedade e meio ambiente: uma análise da produção acadêmica

Ao refletir a complexidade da Educação Ambiental, deve-se levar em conta as interações econômicas e políticas que determinam o sistema de produção, de forma a compreender a atual crise socioambiental e os caminhos para superá-la. Assim, a Educação Ambiental Crítica (EAC) e o enfoque Ciência, Tecnologia, Sociedade e Ambiente (CTSA) se conectam no objetivo de promover uma educação científica significativa sobre a complexidade da crise socioambiental. Dessa forma, os processos de ensino e aprendizagem de conhecimentos científicos em diálogo com as demais formas de conhecimento, devem ser considerados como um mecanismo de formação conceitual, procedimental e atitudinal, agregando noções de ambiente enquanto totalidade e da vinculação entre ética, trabalho e prática social; ainda, a EAC e o enfoque CTSA devem expor que o conhecimento científico é determinado pelo contexto histórico e social da sua construção, irrigados por disputas e conflitos existentes na sociedade. O objetivo do presente artigo é levantar um panorama da produção acadêmica e científica que busca o diálogo entre a EAC e o enfoque CTSA, a partir das bases de dados da EArte e da Revista Eletrônica do Mestrado em Educação Ambiental (REMEA). Sendo assim, uma pesquisa de caráter exploratório e descritivo que realizou levantamento bibliográfico do tipo Estado da Arte das pesquisas sobre EAC e CTSA. A estratégia de busca na base de dados EArte definida para o escopo deste trabalho resultou em 19 trabalhos defendidos em cursos de pós-graduação no período entre 2005 e 2016, sendo 16 dissertações de mestrado stricto sensu e duas de mestrado lato sensu, bem como uma tese de doutorado; quanto às publicações na REMEA, resultou em 10 artigos selecionados no período entre 2006 e 2017. Utilizando-se da Análise Textual Discursiva (ATD) para a análise do título dos trabalhos selecionados, emergiram três categorias que indicam tendências de pesquisa na área selecionada: Teoria, Currículo e Didática; Concepções e práticas pedagógicas e Sequências de atividades em EA escolar. O recente aumento de pesquisas que tratam dessas duas perspectivas demanda maior articulação entre a pesquisa acadêmica e a prática pedagógica nos contextos amplos de educação escolar ou não escolar.

O estado da arte das questões sociocientíficas no período de 2014 - 2018

Resumo: O presente artigo se propõe a fazer um levantamento das publicações sobre a temática Questões Sociocientíficas (QSC), produzidas entre 2014 até 2018, para a elaboração de um Estado da Arte sobre o tema, utilizando seis bases de dados distintas para subsidiar a busca destas informações. Os descritores considerados para a análise foram QSC, e o seu cruzamento com outros três unitermos: Ciência, Tecnologia, Sociedade e Ambiente (CTSA), Formação de Professores de Ciências e Educação em Ciências. A metodologia utilizada para a escolha dos trabalhos selecionados foi a análise por meio da leitura de todos os títulos e palavras-chave, verificando se havia relevância para a pesquisa, após como segunda forma de classificação passou-se a leitura dos resumos e em terceira etapa, houve então, a leitura do trabalho completo. Concluímos que não foram encontrados trabalhos que trouxessem o cruzamento dos quatros unitermos (QSC, CTSA, Formação de Professores de Ciências e Educação em Ciências), houve no máximo trabalhos que traziam apontamentos sobre duas ou três das temáticas articuladas, mas alguma publicação que incorporasse as quatro não foi encontrado, o que torna ainda mais instigante e oportuna a proposta de pesquisa da qual este artigo é parte integrante, que é o de reconhecer e compreender se a formação docente dos professores de Ciências da Natureza permite aos mesmos que proponham suas aulas utilizando as QSC com enfoque na Educação CTSA, para a melhoria da capacidade de mobilização de conteúdos e da formação de cidadãos críticos e responsáveis pela sociedade da qual são parte integrante.
 Palavras chave: Questões Sociocientíficas. CTS/CTSA. Formação de Professores de Ciências. Educação em Ciências.

Sequências de ensino investigativas envolvendo CTSA: a biomassa como tema gerador do processo de aprendizagem de conceitos químicos

Neste trabalho, compartilhamos os resultados da aplicação de uma Sequência de Ensino Investigativa (SEI) para duas turmas do primeiro ano do Ensino Médio, tendo como temática a Biomassa. Apresentaremos como a SEI promoveu a reaproximação de conteúdos específicos de Química, fomentando discussões frutuosas sobre questões CTSA (Ciência, Tecnologia, Sociedade e Ambiente) e reflexões sobre os resíduos sólidos gerados pelas usinas sucroalcooleiras, comuns na região onde os alunos residem. Mapas conceituais foram utilizados como estratégia para levantar concepções prévias e nortear as questões propostas. A partir de aparatos experimentais e uma minicaldeira previamente construída com materiais de baixo custo, grupos de alunos puderam levantar hipóteses, planejar e realizar seus experimentos. A sistematização das informações se deu a partir de relatórios, e as análises de conteúdo dos relatórios resultaram em seis categorias, das quais cinco reaproximaram conteúdos específicos em química e uma agrupou questões relacionadas ao movimento CTSA. Sabemos da necessidade de promover discussões com nossos alunos sobre possíveis fontes de energia limpa e sustentável, e observamos que a temática Biomassa foi assertiva nesse sentido, favorecendo a formação integral dos alunos. Além disso, este trabalho mostra a necessidade de repensar o currículo de química, uma vez que os conteúdos específicos não devem ser tratados de maneira linear.

A ARGUMENTAÇÃO A PARTIR DE QUESTÕES SOCIOCIENTÍFICAS NA FORMAÇÃO DE PROFESSORES DE BIOLOGIA

Reconhecendo a importância da argumentação para o Ensino de Biologia, sobretudo ao facilitar a aprendizagem de/sobre ciências, o presente estudo objetivou avaliar conteúdos mobilizados nos argumentos de estudantes de biologia na resolução de questões sociocientíficas (QSC), a partir de uma educação contextualizada por História e Filosofia das Ciências (HFC) e Ciência, Tecnologia, Sociedade e Ambiente (CTSA). Para isso, realizamos uma oficina pedagógica utilizando QSC como casos e atividades de argumentação, envolvendo 22 estudantes do curso de licenciatura em biologia. Para a coleta de dados, utilizamos os argumentos produzidos pelos estudantes. A análise dos dados ocorreu inicialmente com a avaliação estrutural e de conteúdo desses argumentos, tendo como base, respectivamente, os modelos de Toulmin (2006) e Sá (2010). De um modo geral, percebemos que a oficina contribuiu para fomentar o discurso argumentativo, bem como requerer, por parte dos estudantes, a mobilização de vários aspectos do conteúdo. Contudo, notamos ainda argumentos de baixa complexidade e imprecisão nos conteúdos mobilizados. Nesse sentido, uma vez que o uso de QSC tem se mostrado promissor para o desenvolvimento de habilidades argumentativas e de mobilização de conteúdos científicos, em um ensino contextualizado e interdisciplinar, mas que ainda existem dificuldades para esse método efetivar-se na educação científica, ressaltamos a importância e a necessidade da realização de mais estudos sobre argumentação com QSC no ensino de ciências, bem como de maiores investimentos em discussões que abordem aspectos históricos e filosóficos da ciência e relações entre CTSA.

STSE Approach in High School Chemistry: A Brief Review in National Literature

Today we live in an increasingly scientific and technologically developed society that has promoted transformations in the social, political and economic environment. This development brought with it the illusion that all social and cultural problems would be solved, creating a traditional image of this science, in which its development would be free of particular interests. In order for the community to be able to understand the relations between science and the collective, it is necessary to have debates about the subject, and thinking about it, the movement called Science, Technology, Society and Environment (STSE) was created, representing a critical study group about the traditionalist and essentialist view of science and technology. The STSE studies seek to understand their social dimensions and even their consequences. Thus, this study has as main objective to review the Brazilian literature in search of articles that work the STSE approach in the teaching of Chemistry in the context of the high school classroom, with the intention of training citizens critical about the most diverse subjects of this. This research has a qualitative character, as it allows the researcher a better approximation and understanding of the facts studied. The articles were searched in national journals that allow free access and with qualis A1, A2 and B1 qualis according to the CAPES Qualis-Periodical system. In all, 24 journals were found, but only 8 articles were found with the theme under study, being found 14 in total. The selected papers cover the topics of Acids and Bases (1), Physical-Chemistry (1), Environmental Chemistry (3), Organic Chemistry (8) and Radioactivity (1), in which teaching was conceived in the STSE precepts to promote greater contextualization and the formation of the critical citizen. All the creators of the researches sought through the STSE to make the classes more attractive and dynamic, centering the construction of the knowledge in the student through the stimulation of the research.

Using Science, Technology, Society, and Environment (STSE) Approach to Improve the Scientific Literacy of Grade 11 Students in Plant Growth and Development

The environmental issues surrounding agrochemical products facing people today include serious health and ecological problems. Scientific literacy is necessary for students to understand scientific knowledge and get ready for the future world. Therefore, this action research aims to promote scientific literacy, in the area of plant growth by using the Science, Technology, Society and Environment (STSE) approach that consists of 4 steps: 1) motivation; 2) exploration; 3) brainstorming; and 4) decision making. The participants are 35 special program students in grade 11. The PISA-like test and worksheets were used to collect data. Content analysis and triangulation were used to indicate the development of scientific literacy. The findings show that the students have better scientific literacy and higher competencies in explaining phenomena scientifically, evaluating and designing scientific inquiry and interpreting data and evidence scientifically. This study suggests that student collaboration is essential to improve the scientific literacy of students.

As relações CTSA nos anos iniciais do Ensino Fundamental: analisando a produção acadêmica e os livros didáticos

Este artigo objetiva analisar as relações Ciência, Tecnologia e Sociedade (CTS) nos anos iniciais do Ensino Fundamental a partir dos trabalhos apresentados nas dez edições do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), no período compreendido entre 1997 e 2015, e em periódicos da área de Educação em Ciências, no período de 2005 a 2015, relacionando com a ocorrência da abordagem Ciência, Tecnologia, Sociedade e Ambiente (CTSA) presente nos cinco livros didáticos de Ciências do 4° ano do Ensino Fundamental mais distribuídos pelo Programa Nacional do Livro Didático (PNLD) para o ano de 2016, que abordam a temática água. A metodologia utilizada foi a pesquisa documental, de natureza quanti-qualitativa. A investigação contemplou o problema de pesquisa, a metodologia, as contribuições dos trabalhos, além da identificação, caracterização, quantificação e análise de diversos indicadores CTSA. Os resultados indicam que a abordagem das relações CTS ainda é escassa, tanto nas produções acadêmicas quanto nas produções didático pedagógicas, mesmo se considerarmos o número reduzido de artigos e livros selecionados para avaliação. Entretanto, os trabalhos que abordam o tema apresentam contribuições significativas para a Educação em Ciências, demonstrando a importância dessa abordagem para a Educação Básica.

2005 Fen ve Teknoloji ve 2013 Fen Bilimleri Öğretim Programı Madde ve Değişim Öğrenme Alanı Kazanımlarının Karşılaştırmalı Analizi

In this research, the science and technology curriculum started to be implemented in 2005 and the science curriculum started to be implemented in 2013 have been analyzed comparatively in terms of learning outcomes. Document analysis method which is one of the qualitative research methods was used in the research. Curriculum documents and 4, 5, 6, 7th and 8th grade textbooks were used as a document. The data in were analyzed using content analysis. In the research, the then the learning outcomes of the curricula were compared and interpreted. When the structure of the learning outcomes of the curriculum documents is mutually examined, it has been determined that the learning outcomes of the 2013 science curriculum are expressed in a very general and comprehensive manner. In addition, it was determined that the learning outcomes for the 2013 Science curricula Matter and Change unit were less than one-third of all class levels except for the 7th grade compared to 2005 programs.It is determined that the 2013 programs do not includethelist of “STSE (Science, Technology, Societyand Environment), Scientific Process Skills and Affective Skills learning outcomes” and the learning outcomes related to these areas are given to the gains related to the field of knowledge dimensions of the curricula.

CIENCIA PARA NO CIENTÍFICOS: LO QUE EINSTEIN DESCONOCÍA SOBRE EL CAMBIO CLIMÁTICO

espanolAnte el agravamiento de la crisis ambiental global, la Ciencia y la Tecnologia se han convertido en uno de los referentes para la solucion de problematicas tan diversas como la pobreza, la inseguridad alimentaria y el cambio climatico, entre otras, por lo que su influencia en la transformacion de la sociedad, constituye uno de los retos para la formacion ciudadana. Consecuentemente, el estudio de las relaciones Ciencia, Tecnologia, Sociedad y Ambiente (CTSA), que pretende examinar la situacion del planeta, las desigualdades e inequidades que imperan en el mundo globalizado, con el objeto de empoderar a los ciudadanos en la toma de decisiones, plantea una paradoja en la cual se atribuye a la ciencia y la tecnologia, tambien la responsabilidad de la aparicion e incremento de dichas problematica ambientales. Ante esta disyuntiva, el proyecto CIENCIA PARA NO CIENTIFICOS desarrollado por el Club de Astronomia y Ciencias “TATAXUE”, conformado por un grupo de docentes y estudiantes del Colegio Distrital Orlando Fals Borda (Bogota-Colombia), pretende desmitificar el papel de la Ciencia y la Tecnologia como los unicos conocimientos validos y confiables con los cuales las sociedades pueden hacer frente a las amenazas ambientales, lo cual plantea una critica tanto a la representacion social “del alumno como cientifico” (Marin y Cardenas, 2011), como al movimiento de “alfabetizacion cientifica y tecnologica” (Gil y Vilches, 2005), por considerarlos excluyentes y propugnar una representacion universalista del conocimiento. Este proyecto ha consolidado la participacion de la comunidad educativa hacia el reconocimiento de acciones sustentables con el ambiente y la investigacion en el marco de la construccion de multiples ciudadanias. De igual manera, el proceso metodologico interdisciplinar que se construye al interior del proposito formativo, considera cuatro lineas de investigacion 1) Astrobiologia, 2) Biofilia 3) ReutilizARTE y 4) Ceres S´cool, en las cuales se desarrollan estrategias didacticas que permiten conocer las causas y consecuencias del cambio climatico, permitiendo adelantar acciones enbtorno a la adaptacion frente a esta problematica global. Los resultados de este trabajo se recogen en un libro electronico elaborado por el IDEP con asesoria de la Pontificia Universidad Javeriana. EnglishGiven the aggravation the global environmental crisis, Science and Technology have become a concerning for the solution diverse problems such as poverty, food insecurity and climate change, among others, so their influence on the transformation society, is one the challenges for citizenship education. Consequently, the study relationships Science, Technology, Society and Environment (STSE), which aims to examine the situation in the world, inequalities and inequities that prevail in the globalized world, in order to empower citizens in decision-making raises a paradox which is attributed to science and technology, also the responsibility the emergence and growth these environmental problems. In view this dilemma, the project that is called “ Science for no scientists” was developed by the Club Astronomy and sciences TATAXUE made up by a group Orlando Fals Borda School( Bogota- Colombia) teachers and students and it aims at demystifying the role Science and Technology as the only valid and reliable knowledge which societies can cope with environmental threats , which poses a critique both social representation of the student as a scientist (Marin and Cardenas, 2011), and the movement scientific and technological literacy (Gil and Vilches, 2005), considering and advocating them exclusive and proposing an universalist representation knowledge. This project has consolidated the educational community participation towards the recognition sustainable actions and research in the context the construction multiple citizenships. Likewise, the interdisciplinary methodological process that is built inside the formative purpose considers four research lines 1) Astrobiology, 2) Biophilia 3) Reuse ART and 4) Ceres S'cool, in which didactic strategies are developed that provide insight the causes and consequences climate change, allowing further actions regarding the adaptation to this global problem. The results this work are contained in an electronic book made by IDEP with advice from the Pontificia Universidad Javeriana.

Sociopolitical development of private school children mobilising for disadvantaged others

A contemporary focus on democratic decision-making has occurred in school science through curricular developments such as socioscientific issues (SSIs) and Science, Technology, Society and Environment (STSE), creates opportunities for inclusion of activist education. However, it appears these components are often taught, if at all, as simply add-on content. Private schools represent a domain of education that has received relatively little attention in research literature regarding sociopolitical activism for addressing SSIs. In this study, we aimed to document the extent to which private school students were able to implement socioscientific activism and to map their socio-political development in the context of a project on child labour. Data collected from student projects and interviews indicate, in many cases, dramatic development of socially critical views and activist orientations that took place over time, and in various steps. A discussion of the factors enabling students’ activist development, such as the school culture, the curriculum, and their teacher, are discussed.

Real and virtual bioreactor laboratory sessions by STSE–CLIL WebQuest

An innovative teaching methodology, which incorporates all the advantages offered separately by WebQuest (an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web), CLIL (Content Language Integrated Learning) and STSE (Science, Technology, Society and Environment) was developed to integrate real bioreactor experiments to produce ecological bioethanol with virtual bioreactor computer simulation. Thus, by means of this type of WebQuest, it is possible to connect STSE real laboratory sessions in a Spanish university with CLIL sessions in English in a virtual foreign laboratory through the Internet introducing students to the international scientific world.This teaching approach can be very helpful solving the common problem of limited time to conduct enough applied practical contents, it empowers independent work of students and it is technologically adapted to the times we live.The effectiveness of the implemented system was obtained by evaluation through direct experimentation, assessment (with a rubric for the laboratory session reports and a written test) and survey (through a questionnaire) with 40 undergraduate students. All these results show that students are more motivated and learn more following this kind of laboratory sessions.