Abstract:
In this article we analyze the production process of socio-scientific didactic sequences in a context of teacher action and education in the school-university interface. We inquired about the manner and conditions in which the controversial character of scientific and technological knowledge was evidenced in different socio-scientific issue formulation processes during the planning of didactic sequences taking place in the school-university scope. The data consist from theses and dissertations produced within a research group. As a result, the developmental stages of collective work stages were evidenced, which depended on the outcomes of the discussions of socio-scientific issues.
Keywords:
Teacher training; Didactic sequences; Socio-scientific issues; School-university integration