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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Making explicit some tensions in educational practice: science education in focus

Camillo J., PhD Student, University of Sao Paulo, Sao Paulo, Brazil
Mattos C.R., Ph.D., Professor, Institute of Physics, University of Sa~o Paulo, Sao Paolo, Brazil, mattos@if.usp.br
Abstract
The relevance of Science Education to the modern world nowadays is the subject of many authors. There are a lot of expected outcomes and also a lot of different perspectives that teachers, researchers and educational policy makers have been using to grasp teaching-learning process and to plan/conduct educational activities in science classrooms. Most of these perspectives are grounded in a logic that is incapable to deal with contradictions reinforcing dichotomies and most of them are unable to properly analyze controversial social issues that are more frequently introduced in sci- ence educational practice. The main consequence of this framework is the emerging apparent oppositions between individual and collective; ontology versus epistemology; alienation versus emancipation. Bearing in mind these cir- cumstances we understand the necessity of a dialectical approach. In this paper we address some of those emerging ten- sions analyzing its consequences to Science Education considering Cultural Historical Activity Theory. To deal with those oppositions we propose three analytical categories for tensions: a) the subject of activity; b) the content of activ- ity; c) the outcome of activity to fully understand the dialectical nature of contradictions.

Keywords: Tensions, Science Education, Activity Theory, Alienation, Emancipation, Formation of the Individuals

Column: Scientific Life

For Reference

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