Epistemic practices and SSI approach with a focus on the explicit teaching of ethics and morals
DOI:
https://doi.org/10.22600/1518-8795.ienci2022v27n2p294Keywords:
Epistemic practices, Socioscientific issue, Initial Chemistry teacher training, Teaching of ethics and moralsAbstract
In this research we investigate epistemic practices that emerged in a teaching approach with socio-scientific issues (SSI) with a focus on ethical and moral reasoning. We analyzed the interactions of Chemistry teachers in initial training during the development of an activity on the "Consumption of animal meat". We identified the epistemic practices that emerged in the discussions from categories created a priori and a posteriori. In order to analyze the content of the undergraduates' justifications, we based ourselves on the relations between contingent and necessary in the field of ethics and on the tendencies of moral consideration of the ontological perspectives anthropocentrism and biocentrism. We conclude that the SSI approach and the opportunity to develop epistemic practices contributed to an expansion of the undergraduates' thinking about human actions beyond cultural relativism, and the understanding and differentiation of moral consideration tendencies. This article presents the intertwining between epistemic practices and SSI in an empirical way in a proposal of explicit teaching of ethics, bringing advances to the area of ??Science Education.References
Barata, R. B. (2005). Ética e epidemiologia. História, Ciências, Saúde - Manguinhos, 12(3), 735-753. https://doi.org/10.1590/S0104-59702005000300006
Brügger, P. (2009). Nós e os outros animais: especismo, veganismo e educação ambiental. Linhas críticas, 15(29), 197-214. https://doi.org/10.26512/lc.v15i29.3532
Carvalho, A. M. P. (2006). Uma metodologia de pesquisa para estudar os processos de ensino e aprendizagem em salas de aula. In F. M. T. G. Santos, & I. M. Greca (Orgs.). (Eds.), A pesquisa em Ensino de Ciências no Brasil e suas metodologias (pp. 13-48). Ijuí, RS: Unijuí.
Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education. London, New York Routledge Farmer.
Conrado, D. M., & Nunes-Neto, N. (2018). Questões sociocientíficas: fundamentos, propostas de ensino e perspectivas para ações sociopolíticas. Salvador, BA: Edufba.
Conrado, D. M., Nunes-Neto, N., & El-Hani, N. C. (2020). Dimensões dos conteúdos mobilizados por estudantes de biologia na argumentação sobre antibióticos e saúde. Educação e Pesquisa, 46, 1-22. https://doi.org/10.1590/S1678-4634202046223593
Dionor, G. A., Conrado, D. M., Martins, L., & Nunes-Neto, N. (2020). Avaliando Propostas de Ensino Baseadas em Questo?es Sociocienti?ficas: Reflexo?es e Perspectivas para Cie?ncias no Ensino Fundamental. Revista Brasileira de Pesquisa em Educação em Ciências, 20, 429-464.
https://doi.org/10.28976/1984-2686rbpec2020u429464
Escher, F., & Wilkinson, J. (2019). A economia política do complexo Soja-Carne Brasil-China. Revista de Economia e Sociologia Rural, 57(4), 656-678. https://doi.org/10.1590/1806-9479.2019.191017
Espinosa, R., Tago, D., & Treich, N. (2020). Infectious Diseases and Meat production. Environmental and Resource Economics, 76, 1019-1044. https://doi.org/10.1007/s10640-020-00484-3
Hoeksta, A., & Mekonnen, M. M. (2012). The water footprint of humanity. Paper presented at the Proceendings of the National Academy of Sciences of the Unites States of America, Washington.
Jiménez-Aleixandre, M. P. (2010). 10 idea clave: competencias en argumentación y uso de pruebas. Barcelo: Graó.
Kelly, G. J. (2008). Inquiry, activity and epistemic practice. In R. A. G. DUSCHL, R. E. (Ed.), Teaching Scientific Inquiry: recommendations for research and implementation (pp. 99-117). Rotterdam, The Netherlands: Sense Publishers.
Kelly, G. J., & Duschl, R. A. (2002). Toward a research agenda for epistemological studies in science education. Paper presented at the NARST, New Orleans, United States of America.
Kelly, G. J., & Licona, P. (2018). Epistemic Practices and Science Education. In M. R. o. MATTHEWS (Ed.), History, Philosophy and Science Teaching. (pp. 139-165). New York, United States of America: Springer.
Martínez-Pérez, L. F. (2012). Questões sociocientíficas na prática docente: ideologia, autonomia e formação de professores. São Paulo, SP: Unesp.
Martínez-Pérez, L. F., & Parga Lozano, D. L. (2013). La emergência de las cuestiones sócio-científicas em el enfoque CTSA. Góndola, Enseñanza y Aprendizaje de las Ciencias, 8(1), 23-35. https://doi.org/10.14483/23464712.5021
Naconecy, C. M. (2006). Ética e animais: um guia de argumentação filosófica. Porto Alegre, RS: Edipucrs.
Nunes-Neto, N., & Conrado, D. M. (2021). Ensinando ética. Educação em Revista, 37, 1-28. doi:https://doi.org/10.1590/0102-469824578
Prado, G. B., & Ribeiro, H. (2011). Pecuarização na Amazônia e consumo de carne: o que está por trás? . Saúde e Sociedade, 2(3), 730-742. doi:https://doi.org/10.1590/S0104-12902011000300017
Rachels, J., & Rachels, S. (2014). A coisa certa a fazer: leituras básicas sobre filosofia moral (6. ed.). Porto Alegre: AMGH.
Ramos, T. C., & Mendonça, P. C. C. (2021). A Model Proposal to Address Relationships Between Epistemic Practices and Socioscientific Issues in Science Education. Revista Brasileira de Pesquisa em Educação em Ciências, e35748, 1-28. doi:https://doi.org/10.28976/1984-2686rbpec2021u743770
Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: teaching socio-scientific issues. Maidenhead: Open University Press.
Regan, T. (2013). Animal Rights and Environmental Ethics. In D. Bergandi (Ed.), The Structural Links between ecology, evolution and ethics: the virtuous epistemic circle (pp. 117-126). Dordrecht: Springer.
Ribeiro, C. D. G., & Corção, M. (2013). O consumo de carne no Brasil: entre valor socioculturais e nutricionais. Demetra, 8(3), 425-438. doi:https://doi.org/10.12957/demetra.2013.6608
Sadler, T. D. (2004). Moral sensitivity and its contribution to the resolution of socio-scientific issues. Journal of Moral Education, 33(3), 339-358. doi:https://doi.org/10.1080/0305724042000733091
Sadler, T. D., & Zeidler, D. L. (2003). The morality of socioscientific issues: construal and resolution of genetic engineering dilemmas Science Education, 88(1), 4-27. doi:https://doi.org/10.1002/sce.10101
Santos, J. C., Conrado, D. M., & Nunes-Neto, N. (2016). Questões sociocientíficas no ensino fundamental de ciências: uma experiência com poluição das águas. Indagatio Didactiva, 8(1), 1051-1067. doi: https://doi.org/10.34624/id.v8i1.3657
Tréz, T. A., & Nakada, J. I. L. (2008). Percepções acerca da experimentação animal como um indicador do paradigma antropocêntrico-especista entre professores e estudantes de Ciências Biológicas da UNIFAL-MG. Alexandria Revista de Educação em Ciência e Tecnologia, 1(3), 3-28.
Vargas, I. B., Oliveira, J. A., Silveira, B. D., Mozzer, N. B., Mendonça, P. C. C., & Nunes-Neto, N. (in print). Como abordar o consumo de animais na educação em ciências? . Revista Eletrônica de Educação.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Isabela Breder Vargas, Paula Cristina Cardoso Mendonça
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct links with the complete texts of the published articles.
The author responsible for the submission represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.
All the articles are published with a Creative Commons License Attribution Non-commercial 4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.