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Although STSE has recently received attention in educational research, policy, and science curricula development, fewer strides have been made in moving theory into practice. There are many examples of STSE-based and issues-based teaching in science at the elementary and secondary levels, which can be found in the literature (Alsop, Bencze, & Pedretti, 2005; Hodson, 1993, 2000; Pedretti & Hodson, 1995), yet little has focused specifically on physics education. This doctoral thesis will examine pre-service physics teachers’ beliefs and perceptions, challenges and tensions which influence their adoption of STSE education in the context of a pre-service physics education course (Curriculum and Instruction in Physics Education at the B.Ed level). An interpretive case study design as described by Merriam (1988) has been employed for this research (Merriam, 1988; Novodvorsky, 2006). The specific phenomena this case study examined and explored were the pre-service physics teachers’ beliefs and perceptions, challenges and tensions influencing their adoption of physics curricula that explicitly emphasizes an STSE orientation to physics education. The pre-service physics teachers’ evolution of perceptions and attitudes show growth in the areas of curricula understanding and implementation issues, potential student concerns, and general fit of the subject within the context of a student’s learning journey. This study contributes to our understanding of the challenges pre-service physics teachers face when considering teaching physics through an STSE lens, and provides some implications for both pre-service and in-service teacher education.

Although STSE has recently received attention in educational research, policy, and science curricula development, fewer strides have been made in moving theory into practice. There are many examples of STSE-based and issues-based teaching in science at the elementary and secondary levels, which can be found in the literature (Alsop, Bencze, & Pedretti, 2005; Hodson, 1993, 2000; Pedretti & Hodson, 1995), yet little has focused specifically on physics education. This doctoral thesis will examine pre-service physics teachers’ beliefs and perceptions, challenges and tensions which influence their adoption of STSE education in the context of a pre-service physics education course (Curriculum and Instruction in Physics Education at the B.Ed level). An interpretive case study design as described by Merriam (1988) has been employed for this research (Merriam, 1988; Novodvorsky, 2006). The specific phenomena this case study examined and explored were the pre-service physics teachers’ beliefs and perceptions, challenges and tensions influencing their adoption of physics curricula that explicitly emphasizes an STSE orientation to physics education. The pre-service physics teachers’ evolution of perceptions and attitudes show growth in the areas of curricula understanding and implementation issues, potential student concerns, and general fit of the subject within the context of a student’s learning journey. This study contributes to our understanding of the challenges pre-service physics teachers face when considering teaching physics through an STSE lens, and provides some implications for both pre-service and in-service teacher education.

Textbooks are indispensable tools in the elaboration of a plan of action that teachers use to reach the proposed objectives. Because it is a more used support material this resource must support the teacher in the construction of the student's knowledge. In this perspective, the Socio-scientific issues (SSI) are being studied as methodological approaches to insert Science, Technology and Society in order to raise in the student the most complex thinking so that he can look at the world around him in a different way , being able to make interventions and a conscious decision. In this context, the research is a kind of documentary with qualitative approach and having as main objective to verify the science textbooks approved by PNLD – 2017 in order to find the Socio-Scientific issues and to verify how they were being addressed. So, it was necessary to build a scale of complexity that we could measure the SSI. Thus, we categorize the principles of complexity proposed by Silva (2016) in Socio-Scientific aspects and relevant knowledge (C1), pertinent knowledge and contextualization (C2) and intentional identity (C3). These categories served as criteria of analysis for the SSI. The results indicate that textbooks present Socio-Scientific issues, but with different levels of complexity. Those classified as satisfactory and fully satisfactory are more feasible from a didactic point of view to promote meaningful learning. / Os livros didáticos são ferramentas indispensáveis na elaboração de um plano de ação que os professores utilizam para alcançar os objetivos propostos. Por ser um material de apoio mais utilizado é necessário que este recurso dê suporte ao professor na construção do conhecimento do aluno. Nesta perspectiva, as questões sociocientíficas (QSC) estão sendo estudadas como abordagem metodológicas para se inserir a Ciência, a Tecnologia e a Sociedade com o propósito de suscitar no aluno o pensamento mais complexo para que possa olhar o mundo ao seu redor de forma diferente possibilitando fazer intervenções e uma tomada de decisão consciente. Neste contexto, a pesquisa é do tipo documental com abordagem qualitativa e tendo como principal objetivo verificar os livros didáticos de Ciências aprovados pelo PNLD – 2017 na intenção de encontrar as questões sociocientíficas e verificar como estas estavam sendo abordadas. Dessa forma, foi necessário construir uma escala de complexidade que pudéssemos mensurar as QSC. Sendo assim, categorizamos os princípios indicadores de complexidade proposto por Silva (2016) em aspectos sociocientíficos e conhecimento pertinente (C1), conhecimento pertinente e contextualização (C2) e fundamentos intencionais identitários (C3). Estas categorias serviram de critérios de análise para as QSC. Os resultados indicam que os livros didáticos apresentam questões sociocientificas, mas com níveis de complexidades diferenciados. Destas, as classificadas como satisfatórias e totalmente satisfatórias são mais viáveis do ponto de vista didático para promover uma aprendizagem significativa. / São Cristóvão, SE

Orientadora: Profa. Dra. Mirian Pacheco Silva Albrecht / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018. / Nesta pesquisa entendemos o momento de planejar como uma prática educativa extremamente importante para a formação do professor e, entendemos também que a Educação por meio de questões socicientíficas (QSC) possibilita uma melhor formação cidadã. Neste sentido a pesquisa teve como objetivos: 1) investigar como e quais QSC são inseridas nos planejamentos dos bolsistas do Pibid-UFABC de Biologia; 2) Investigar os desafios e possibilidades encontrados pelos bolsistas para planejar suas atividades; 3) Identificar de que maneira os bolsistas veem o ato de planejar e a importância que eles dão a esta prática e; 4) Investigar de que maneira o trabalho de planejar QSC pode estimular o senso crítico e reflexivo dos futuros professores. Como metodologia foi utilizada a abordagem qualitativa. O grupo investigado foi formado por quatro pibidianos e o processo de constituição dos dados foi realizado por meio da coleta de planejamentos de aula elaborados pelos pibidianos, acompanhamento das reuniões realizadas pelo grupo e também por entrevistas semi-estruturadas que foram realizadas após a entrega dos planejamentos. Os dados analisados foram constituídos em dois momentos, sendo o primeiro no ano de 2016 e o segundo momento no ano de 2017. Ressaltamos que a primeira fase de constituição e análise dos dados foi muito importante para a continuidade da pesquisa em 2017. Os resultados encontrados em 2016 evidenciaram questões que, em nosso entendimento, necessitavam serem mais estudadas e praticadas pelo grupo tais como, dificuldades para elaboração de QSC sobre um determinado tema, dificuldades para detalhamento das características de uma QSC, elaboração de planejamentos superficiais, pibidianos ainda muito apegados ao conteúdo específico e teórico da aula e a falta de levantamento das concepções prévias dos alunos. Os resultados de 2017 evidenciaram uma melhora significativa das questões problemáticas que o grupo enfrentava. A análise dos dados foi feita por meio da análise de conteúdo, resultando na construção de cinco categorias: a elaboração da QSC, conhecimentos prévios, desafios, possibilidades, o ato de planejar, estímulo ao senso crítico reflexivo. As análises apontam que o processo de planejamento de QSC realizado com este grupo ressaltou a necessidade de reavaliar a forma como o planejamento de aula é feito tradicionalmente, uma vez que as QSC possuem um caráter interdisciplinar e contínuo. Nesse sentido consideramos ser importante intensificar meios de divulgar e desenvolver o ensino CTS por meio de QSC ainda durante a graduação dos futuros professores. O grupo exercitou e aprimorou em conjunto a construção do conhecimento sobre a abordagem de QSC e a habilidade de planejá-las. Acreditamos que o ensino CTS e o desenvolvimento de QSC podem ser bem melhor aproveitados quando realizado em conjunto. / In this research we understand the moment of planning as an extremely important educational practice for the formation of a professor and, we also understand that education through socioscientific issues (SSI) enable a better citizen formation. In this sense, the research aimed to: 1) investigate how and which SSI are inclued in the scholarship planners of Biology Pibid-UFABC; 2) investigate the challanges and possibilities found by the scholarsip holders to plan their activities; 3) identify how the scholarship holders see the act of planning and the importance they give to this practice and; 4) investigate how the work of planning SSI can stimulate the critical and reflexive sense of future professors. As methodology, adopting qualitative research procedures. The investigated group consisted of four pibidians and the data collection process was carried out through the collection of lesson plans elaborated by the pibidians, follow-up of the meetings held by the group and also through semi-structured interviews that were carried out after the delivery of the plans. The analyzed data were constituted in two moments, being the first one in the year of 2016 and the second moment in the year of 2017. We emphasize that the first phase of data constitution and analysis was very important for the continuity of the research in 2017. The results found in 2016 evidenced that, in our understanding, they needed to be further studied and practiced by the group such as, difficulties to elaborate SSI about a dertermined theme, difficulties to detail the characteristics of a SSI, elaboration of superficial plannings, pibidians still very attached to the specific and theoretical content of the class and the lack of survey of the students' previous conceptions. The results of 2017 have evidenced a significative improvement of the problematic issues that the group was facing. Data analysis was made through the content analysis, resulting in the construction of five categories:the elaboration of SSI, previous knowledge, challenges, possibilities, the act of planning, stimulus to the reflexive critical sense. The analysis points that the SSI planning process carried out with this group have higlighted the need to reevaluate the way in which lesson planning is traditionally done, since SSI have an interdisciplinary and continuous character. In this sense, we believe it is important to intensify means of disseminating and developing STS teaching through SSI even during the graduation of future professors. The group exercided on and improved together the building of knowledge about the SSI approach and the ability to plan them. We believe that the teaching of CTS and the development of SSI can be much better utilized when carried out together.

Elevers intresse för skolämnet kemi sjunker mellan mellanstadiet och högstadiet. En pedagogisk arbetsform som kan verka motivationshöjande för elever är att utgå från samhällsfrågor med naturvetenskapligt innehåll [SNI] i undervisningen. Syftet med studien är därför att undersöka hur fall av SNI skrivs fram i läroböcker för kemi riktade till mellanstadiet och högstadiet. Lärobokstexterna analyseras utifrån en tematisk innehållsanalys för att se hur SNI skiljer sig mellan de olika stadierna, samt formas av innehållet. Resultaten visar att båda läroböckerna lyfter flera samhällsfrågor med naturvetenskapligt innehåll i form av intressekonflikter om samhällets användning av naturresurser. Dock ser vi att det saknas ekonomiska och politiska perspektiv i boken för mellanstadiet vilket hindrar etiska och ekonomiska diskussioner. Det leder till att det är otydligt vem som egentligen bär eller bör bära ansvar i dessa frågor, och eftersom texterna presenterar olika vanor som enskilda individer kan förändra uppfattas ansvaret ligga på dem. Däremot inkluderas ekonomiska och etiska perspektiv i högre grad i boken för högstadiet. I båda böckerna introduceras frågorna efter ämnesinnehållet, vilket går emot principen för SNI-baserat arbetssätt eftersom det är samhällsfrågan som ska styra kunskapsinhämtningen. Likaså överensstämmer inte de frågor som efterfrågar ett rätt svar med principerna för SNI. Men det finns också exempel på flertalet frågor där eleverna tränas i kritiskt tänkande, vilket är i enlighet med SNI-baserat arbetssätt. Undersökningen bidrar till att lyfta diskussioner kring kritisk granskning av läromedel och de synsätt som läroböcker ger uttryck för.

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Cette thèse a pour objet d’analyser, chez des étudiants colombiens, la compétence qu’ils ont à argumenter lorsqu’ils doivent prendre des décisions sur des projets agro-miniers, et l'impact qu'auraient leur origine ethnique et leur niveau éducatif dans leur manière de réfléchir sur ces sujets. On analyse en particulier l'argumentation sur les problématiques socio-scientifiques que soutiennent les étudiants colombiens de lycée et d'université, issus de deux contextes sociaux et culturels différents. Poser des problèmes en rapport avec la science et la société à des étudiants colombiens, c'est reconnaître à l'avance le discours argumentatif comme une composante primordiale du programme d'études national colombien pour la construction de l'identité du futur citoyen. L’argumentation devient un outil fondamental pour prendre part aux discussions qui, dans le cadre social, ont des implications sur la science et la technologie dans la société actuelle.La première partie a eu pour but de faire un panorama général des avancées théoriques et empiriques autour de l'argumentation et d'expliciter nos choix théoriques. En parcourant diverses recherches, les antécédents théoriques du travail empirique effectué autour de la psychologie, de l'éducation et l'argumentation socio-scientifique ont été examinés. Enfin, dans cette partie les modèles psychologiques et linguistiques qui permettent d'expliquer l'analyse argumentative de l'émotion ont été examinés.Dans la deuxième partie la population indigène colombienne a été caractérisée, et en particulier la population Nasa-Kiwe (Páez) caractéristiques prédominantes, sa localisation géographique ainsi que la langue Páez, le Nasaywe. L'histoire de la Colombie a été parcourue pour offrir des éléments suffisants à la compréhension des questions socio-scientifiques utilisées dans cette recherche. Les sujets qui ont participé à l’expérimentation ont été introduits ainsi que toutes les caractéristiques qui s'avèrent pertinentes, pour rendre compte de leur origine et de leur nature. La tâche qui leur a été présentée et qui a permis d'obtenir le corpus soumis à l’analyse a aussi été introduite. Finalement dans la deuxième partie, on a détaillé le corpus de cette recherche et on a fourni des statistiques et des graphiques pour le présenter globalement. La troisième partie, regroupe les chapitres analytiques. L’analyse interactionnelle du discours de la communauté indigène a mis en évidence des traces d’un discours collaboratif où le raisonnement logique, l’agentivité, l’analyse morale et les références à des espaces cosmiques ont été évoqués pour justifier des arguments. On a retrouvé aussi une demande revendicative sur les droits des indigènes, défendue par des arguments émotionnels qui rappellent la situation de l’agression vécue historiquement par les communautés indigènes en Amérique latine. Une agression que reconnaît la communauté non ethnique indépendamment du niveau scolaire. Au sein du corpus de la population urbaine, aucune cosmogonie spécifique ni religieuse n’ont été retrouvées. L’analyse a été menée essentiellement par le biais de l’argumentation par conséquences employée pour rendre compte des risques de l’exploitation et de l’utilisation des ressources naturelles du pays pour l’environnement et pour la culture indigène. Le tout, en situant la population indigène comme démunie face aux menaces et aux agressions de l’environnement. En tant que but ultime d’une grande partie des arguments, on retrouve l’intérêt de sauvegarde de la Terre Mère (depuis la perspective indigène), ou celui de la préservation de l’environnement (depuis le point de vue urbain), puisque celui-ci est mis en péril sous la pression d’acteurs motivés par des modèles économiques d’exploitation qui diffèrent considérablement de ceux des communautés autochtones. / This thesis has the objective of analyzing the argumentative competence in Colombian students, when they must make decisions pertaining to agricultural mining projects and the impact that their ethnic origin and educational level have on their way of thinking about these topics. In particular special analysis is made in the argumentation of social scientific problematics that Colombian high school and university students sustain, who pertain to two different social contexts and cultures. The first part of this thesis had the aim of giving a panoramic view of the theoretical and empirical advances in relation to the study of argumentation and to express our theoretical opinions. The theoretical background of the empirical work was examined by way of diverse investigations. Lastly, psychological and linguistic models were considered to explain the analytical argumentation of the emotions.In the second part a detailed characterization of the Colombian Indian population was made, in particular of the Nasa-Kiwe (Páez) population. Their predominant characteristics were presented, their geographic location and a presentation of the Páez language, Nasaywe. The history of Colombia was described to offer an understanding of the social-scientific problematics utilized in this investigation. The individuals implicated in the experiment and all of the characteristics that resulted relevant in describing their origin and character, as well as the task that was presented to them and has allowed the presentation of the body of this investigation; as well as the statistics and graphics that allow a more global presentation of the findings.The third part of the investigation contains the analytical chapters. The interactional analysis of the discourse of the indigenous community highlights a collaborative discourse in which rational logic, agentivity, moral analysis and cosmic references are evoked to justify arguments. Also, a vindicated demand in relation to indigenous rights was found; these demands were defended by emotional arguments that made reference to aggressions experienced historically by the indigenous communities in Latin America. An aggression that recognizes the ethnic community, all though not independently of the educational level.In the majority of the urban population, there was no specific cosmogony or religion found. The analysis was principally realized through the argumentation of consequences, which was used to reflect the risks in relation to the environment and for the indigenous culture, specifically exploitation and the utilization of natural resources. All of the subjects situated the indigenous population as defenseless in the face of the aggressions to the environment. The final objective of many of the arguments was the protection of Mother Earth (from an indigenous perspective), or the preservation of the environment (from an urban point of view), now that the possibility of its disappearance is daunting in light of the different actors who are motivated by the economic exploitation in contrast of the perspective maintained by the indigenous communities.

Enligt 2011 års läroplan för gymnasieskolan ingår det i fysikämnet att eleverna ska kunna delta i samhällsdebatten och diskutera etiska frågor från ett naturvetenskapligt perspektiv. Hållbar utveckling kan bidra till förståelse för fysikens betydelse i samhället, där energibegreppet, energiresurser och energianvändning för ett hållbart samhälle ingår i kursen Fysik 1. Hur detta manifesteras kan analyseras i termer av scientific literacy, emfaser, SSI/SNI, etc. Studien jämför fyra läroböcker i fysik med en kvantitativ, men tolkande, textanalys baserad på en metod med tolkningsschema som utarbetats av Engström för att undersöka hur hållbara energisystem behandlas i undervisning och läroböcker för Fysik A enligt 1994 års läroplan för de frivilliga skolformerna. En jämförelse görs även mellan läroböcker för Fysik 1 och Naturkunskap 1b avseende energiområdet för att undersöka skillnader i tyngdpunkt mellan olika visioner av scientific literacy för de båda ämnena. Vidare görs en kvalitativ textanalys mellan olika utgåvor av samma läroboksserie om i vad mån olikheterna förklaras av skillnader mellan 2011 och 1994 års läroplaner. Slutligen ingår en kvalitativ textanalys av hur begrepp relaterade till termodynamikens andra huvudsats behandlas i läroböckerna och i vad mån detta överensstämmer med övriga skillnader. Innehållsanalysen indikerar att skillnaden mellan fysikläroböckerna vad gäller visioner av scientific literacy är förhållandevis liten, men större vad gäller inslagen av teknikrelaterat innehåll. Däremot är skillnaden tydlig mellan ämnena, där läroböckerna i fysik kännetecknas av dominans för vision I, där naturvetenskapen i sig och dess metoder dominerar, medan läroböckerna i naturkunskap har ett klart större inslag av vision II, som har större inslag av att sätta naturvetenskaperna i en samhällelig och politisk kontext. Skillnaderna i hur fysikläroböckerna behandlar termodynamikens 2:a huvudsats är i överensstämmelse med den kvantitativa textanalysen. I vad mån debatten om olika visioner för scientific literacy i Sverige hanteras genom att ha parallella ämnen med överlappande innehåll diskuteras. Likaså huruvida det finns en tendens att läroplanens skrivningar konserverar valet av vilka SNI-frågor som tas upp i undervisningen. Detta riskerar i så fall att strida mot principen att dessa skall vara aktuella och av intresse för eleverna. / According to the Swedish curriculum for the senior secondary school from 2011, it is part of the physics subject that students should be able to participate in debates about social issues and to discuss ethical issues from a scientific perspective. Sustainable development can contribute to an understanding of the importance of physics in the society, with the energy concept, energy resources and energy usage for a sustainable society included in the course Physics 1. How this is manifested can be analyzed in terms of scientific literacy, emphases, socio-scientific issues, etc. The study compares four textbooks for Physics 1 using a quantitative, but interpreting, text analysis based on a method and coding scheme developed by Engström for investigating how sustainable energy systems is dealt with in education and textbooks for Physics A according to the Swedish curriculum for the upper secondary school from 1994. A comparison is also made between textbooks for Physics 1 and Science studies 1b concerning the energy area in order to compare differences in emphasis between different visions of scientific literacy for the two subjects. Furthermore a qualitative text analysis is made between different editions of the same textbook series about to what extent the divergence can be explained by the difference in curricula. Finally a qualitative text analysis is included about how concepts related to the second law of thermodynamics is dealt with in the textbooks and to what extent this corresponds with other differences. The content analysis indicates that the difference between the textbooks in physics concerning visions of scientific literacy is comparatively small, but larger when it comes to contents related to technical applications. On the other hand, the difference is obvious between the subjects, with the textbooks in physics being dominated by vision I, which is dominated by science as such and its methods, while the textbooks in science studies have a decidedly larger element of vision II, thus including more attempts to set science in its social and political context. The difference in how the textbooks in Physics describe the second law of thermodynamics is in accordance with the quantitative text analysis. To what extent the debate between different views of scientific literacy in Sweden is handled by having separate subjects with partly overlapping contents is discussed. Likewise whether there is a tendency that the formulation in the curriculum conserves the choice of which socio-scientific issue is brought up in the teaching. This would, however, be in conflict with the principle that these should be current and of interest to the students.

I denna undersökning studerades en grupp gymnasieelevers kunskapsutveckling i samband med ett kursmoment, bestående av fyra olika delmoment, som konstruerades som en del av denna undersökning. Eleverna som deltog i undersökningen går för tillfället i årkurs 1 på Naturvetenskapsprogrammet och den kurs som eleverna läste och som kursmomentet genomfördes i var kemi 1. Kursmomentet genomfördes med målsättning att utöka elevernas kunskaper inom utvalda ämnesområden från ämnesplanen i kemi, men också med syfte att skapa förutsättning för eleverna att utveckla Scientific Literacy samt stärka sin förmåga att kunna diskutera och att ta ställning i olika samhällsfrågor med naturvetenskapligt innehåll. Detta undersökes genom att dels låta eleverna besvara en enkät där de själva fick ta ställning till sin egen kunskapsutveckling efter att de hade deltagit i kursmomentet, men även genom att granska deras kunskaper i samband med rättningen av den hemuppgift som eleverna utförde som sista del av momentet. I uppgiften efterfrågades att eleverna dels skulle beskriva olika kemiska analystekniker, men också att redogöra för potentiella lösningar till olika miljöproblem utifrån principer för hållbar utveckling. De slutsatser som kunde dras utifrån undersökningen var att kursmomentet hade gett förutsättningar för eleverna att stärka sina kunskaper och förmågor inom de efterfrågade ämnesområdena. Dock framkom också att viss bearbetning av de olika delarna av momentet behöver genomföras för att ytterligare stärka korrelationen mellan utförandet av kursmoment och de mål som det var avsett att uppnå. Både under och efter genomförande av kursmomentet analyserades även den didaktiska process som ägt rum i samband med arbetet. Utifrån detta kunde slutsatser presenteras angående hur man som kemilärare kan resonera kring organisering av arbete och planering av tidsåtgång, om man önskar utforma ett liknande kursmoment eller vill använda det som ligger till grund för detta arbete / In this research, the knowledge development of a group of high school students during a course component was studied. The course component, which consisted of four separate parts, was developed for this investigation. The students who participated in the investigation are all in year one in high school, and study at the Science programme. The course component was included in their chemistry course. The course component was developed to increase the students’ knowledge within selected topics from the curriculum, however, also to offer the postulation to develop Scientific Literacy, as well as to increase their ability to discuss societal issues while including a scientific perspective. To be able to carry out the investigation, two different data selections were accomplished. One where the students responded to a survey, where they had to reflect upon their own knowledge development, and another, where their subject knowledge was examined during the assessment of an assignment that they had to carry out as the last part of the course component. The instructions for the assignment was to first describe different analytical tools used in chemistry, and secondly, to narrate different solutions on how to deal with environmental issues, using a perspective of sustainable development. The conclusion drawn from this research is that the course component provided the students the opportunity to increase their knowledge and their strengthen abilities within the requested subject areas. However, it also emerged from the study that, if the different parts om the course component were to be adjusted, the result might have been more successful and the correlation between the course component and the main purposes for it to be carried out might had been stronger. The didactical process that has been carried out during this work has also been analysed. Hence, suggestions about how to reflect upon time requirements and work organisation if one, as a teacher, wishes to either implement this course component in their own tutoring, or do something similar, is presented in the end of this report.