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A Brief Discussion on the Ctsa Approach and Its Contribution to Physics Classes

Year: 2025

Type: article

Abstract: This article aims to list and highlight some theoretical assumptions regarding the Science-Technology-Society-Environment (STSE) approach, addressing several authors who address the topic, allowing for a connection between theory and practice in light of the STSE. The objective of this article is to reflect on issues related to the STSE and how these issues are experienced or planned by teachers who invest in professional development through continuing education. It was also possible to observe that the authors' thinking on this subject converges with the ideas of the authors. Reflecting on the theoretical precepts that fuel the discussion, it was observed that research-based teaching practice is the best way to evaluate and encourage changes in positioning, historically imposed on current schools.

Source: International Seven Journal of Multidisciplinary

DOI: 10.56238/isevmjv4n5-009

Authors: Andreia Klose Nadalon, Claucia Malavolta Tier, Rozemara Nich, Sabrina Klose Nadalon

Institutions: Universidade Federal do Pampa, Universidade Regional Integrada do Alto Uruguai e das Missões, Instituto Federal Farroupilha

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4414678374

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