Resumo

CRUCITA, Delgado; OJEDA, Egleé; PEREZ, María Edith  e  ASCANIO, Antonieta. Impacto de un curso con enfoque Ciencia Tecnología y Sociedad (CTS) dirigido a propiciar modificaciones en las concepciones acerca de la actividad científica en docentes en formación de la especialidad de educación integral del Instituto Pedagógico de CaracasThe effect of a Science-Technology-Society (S T S) course upon the conceptions about the scientifi c activity held by school teachers in formation of the “Instituto Pedagógico de Caracas”. Revista de Investigación [online]. 2008, vol.32, n.63, pp.067-086. ISSN 1010-2914.

The purpose of this study was to determine the influence of an STS course upon the initial conceptions about the scientific activity that were held by school teachers in formation of the “Instituto Pedagógico de Caracas”. The research was a field qualitative study carried out with 15 students. The instrument used was a questionnaire adapted from the “Didactic and epistemological beliefs inventory”, containing 18 statements about the following dimensions: observation, scientific method, scientific knowledge, objectivity, stability of science and certainty of scientifi c knowledge; the pedagogical strategies used were the analysis of didactic material, group discussions and plenary session. The data was tabulated and classifi ed in three categories: classic, modern, and eclectic; the analysis of data included absolute and relative frequencies. The observation and scientifi c method dimensions showed difficulties in promoting modifications of student conceptions. The course contributed in promoting “movements” of some aspects referred to the scientific knowledge and science objectivity dimensions, which reveals that student conceptions are not solidly grounded. The social aspect of science was easily incorporated by the students who admitted the influence of particular interests and their consequences on the scientific activity.

Palavras-chave : STS course; student conceptions; science activity conceptions; school teachers in formation.