La contaminación de los recursos hídricos como punto de partida para el activismo socio-científico

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Teresa Conceição
http://orcid.org/0000-0002-5893-5509
Mónica Baptista
https://orcid.org/0000-0003-1609-5764
Pedro Reis
https://orcid.org/0000-0002-9549-2516

Resumen

Resumen: Los currículos de ciencias destacan la necesidad de implicar al alumnado en temas de la sociedad civil relacionados con las ciencias, al poner en evidencia la primacía de los aprendizajes sobre la relación ciencias-tecnología-sociedad-ambiente. Este trabajo tiene como objetivo conocer los aprendizajes de los alumnos cuando se involucran en el intento de solución de la problemática relacionada con la contaminación del riachuelo aledaño a su escuela. La metodología de investigación es cualitativa, de orientación interpretativa y basada en la observación participante. Participan 21 alumnos de dos clases de 8.º nivel 1 con un currículo alternativo que viven en un medio rural del sudoeste portugués. Los datos se recogieron a través del diario del profesor, documentos escritos y entrevistas a los alumnos (realizadas al final del estudio). Los resultados revelan que las vivencias positivas proporcionadas por el club de radio les dotaron de confianza y les incentivaron al activismo comunitario relacionado con la contaminación del riachuelo local. Este activismo se concreta a través de un teatro de fantoches sobre el tratamiento de las aguas residuales. Asimismo, los resultados nos muestran que el activismo conduce a los alumnos a la identificación de los temas de ciencias y de tecnología que están en la base de la contaminación del riachuelo, ampliando su conocimiento sobre el problema y discutiendo diferentes perspectivas para su solución. Además, los jóvenes reconocen que el conocimiento les permite informar a otros miembros de la comunidad y se dan cuenta de que tienen el derecho de implicarse en cuestiones socio-científicas que afecten su calidad de vida.


Palabras clave: Cuestiones socio-científicas; Problemáticas socioambientales en el aula; Alfabetización científica; Educación en ciencias.


Hidric resources pollution as a trigger for socio-scientific activim


Abstract: Science curricula emphasize the need to involve pupils in issues related with society, promoting the science-technology-society-environment perspective. The present study aims at understanding pupils’ learning when they were involved in the problem related with the pollution of a creek near their school. In this study, a qualitative and interpretive methodology was used, based in participant observation. Participants are 21 pupils, who attend the 8th grade of an alternative curriculum. The school belongs to a rural area in the Southwest of Portugal. Data were collected through field notes, written documents and pupils’ interviews (performed at the end of the study). The results show that the positive experiences provided by the radio club gave pupils confidence and encouraged them to activism related with the pollution of the local creek. This activism is concretized through a theater, raising awareness the community and local authority to the treatment of wastewater. In addition, the results show that activism allows pupils to indentify the scientific and technological concepts which are in the base of the pollution of the creek, expanding their knowledge related with the problem and discussing different perspectives for the solution. In addition, pupils recognize that is important to provide with knowledge the other members of the community and realize that they have the right to engage in socio-scientific issues, that affects their quality of life.


Keywords: Collective activism on socio-scientific issues; Socio-scientific issues in the classroom; Scientific literacy; Science education.

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Article Details

Cómo citar
Conceição, T., Baptista, M., & Reis, P. (2018). La contaminación de los recursos hídricos como punto de partida para el activismo socio-científico. Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias, 1(1), 1502. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i1.1502
Sección
Educación científica y sostenibilidad
Biografía del autor/a

Teresa Conceição, Instituto de Educação, Universidad de Lisboa

Departamento de didática das ciências, PhD student.

Mónica Baptista, Instituto de Educação, Universidad de Lisboa

Departamento de didática das ciências, professor.

Pedro Reis, Instituto de Educação, Universidad de Lisboa

Departamento de didática das ciências, professor.

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