Resumo

PORRO, Silvia. The training of teachers in exact and natural sciences: Science, technology and society perspective. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2017, n.51, pp.99-110. ISSN 1668-8104.

The teaching of the exact and natural sciences continues to be questioned from various sectors of society, and there are no agreements in their finality. One of the problems that continues to concentrate the attention on the people we investigate in science and technology education is the training of teachers at different educational levels. This training, in most cases, continues transmitting a classic view of science, which is translated into the teachers' attitudes towards it and, consequently, its teaching. If you want to form a critical citizenry and prepared to make decisions on scientific-technological issues, you should change the view on the Nature of Science (NdC) that the Teaching Training College has. One of the perspectives that are in agreement with this objective is the denominated Science, Technology and Society (STS). In this article I try to offer ideas on this topic by addressing different aspects and mention the obstacles and difficulties that are found to modify the vision of teachers. Educating for sustainability is a challenge, and in order to achieve this we should stop teaching decontextualized concepts, instead using examples of everyday life; it would be necessary to include socio-scientific questions in the lessons so that the student did not believe that the science and the people who construct it are neutral. As a proposal, I briefly present the project "Education of scientific, technological and critical thinking skills through the teaching of science and technology." Finally, I am referring to gender issues, such as the underrepresentation of women in the scientific sector, as there is still a significant vertical segregation in the sector, and I believe that the gender perspective must be taken into account to rethink pedagogically scientific education and technological

Palavras-chave : Teacher training; Science and technology education; Nature of science; STS perspective.