%0 Journal Article
%T Forma  o de professores principiantes do ensino b芍sico: suas concep  es sobre ci那ncia-tecnologia-sociedade
%A Rui Marques Vieira
%A Isabel P. Martins
%J Revista iberoamericana de ciencia tecnologˋ-a y sociedad
%D 2005
%I Centro de Estudios sobre Ciencia, Desarrollo y Educaci車n Superior (REDES)
%X A forma  o de professores 谷 assumida como central na concretiza  o de mudan as e reformas na educa  o, embora existam v芍rias perspectivas de como concretiz芍-la. No caso da educa  o CTS parece particularmente relevante partir das concep  es dos professores sobre as interliga  es CTS para desenhar programas de forma  o mais eficazes. Neste trabalho relata-se a evolu  o ocorrida em quatro professoras principiantes, do ensino b芍sico portugu那s, no que respeita 角s concep  es sobre CTS, recorrendo ao question芍rio VOSTS, seguido de entrevista individual para aprofundamento da compreens o sobre as suas ideias. Ap車s o programa de forma  o as ideias iniciais evolu赤ram favoravelmente para posi  es mais consentaneas com a nova did芍ctica das ci那ncias, o que se considera muito importante para poderem concretizar transposi  es did芍cticas adequadas aos alunos. Com efeito, sabe-se que as representa  es sobre ci那ncia e tecnologia se constroem desde cedo e como 谷 importante o papel dos professores nessa constru  o por parte dos alunos. Teacher education is regarded as having a central position in the accomplishment of educational changes and reforms, despite the different perspectives of how to improve it. In the case of STS education it seems particularly relevant to start from the teacher conceptions about STS inter-relations in order to conceptualize teacher education programmes. In this study we describe the evolution experienced by four beginning teachers of the basic Portuguese level concerning their STS conceptions. The data were collected through the VOSTS questionnaire followed by an individual interview for a deep understanding. After the teacher education programme the initial ideas developed to more adequate positions regarding the conceptual framework of actual didactics of science. This evolution seems favourable to promote adequate didactic transfer to the students. In fact, it is known that science and technology representations are conceptualized very early and that teachers have an important role in the student conceptualizations.
%K Forma  o de professores
%K Concep  es de professores
%K Inter-rela  es CTS
%K Educa  o CTS e ensino das ci那ncias
%K Teacher education
%K Teacher conceptions
%K STS inter-relations
%K STS education and science teaching
%U http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1850-00132005000300006