Ambivalence and uncertainty in the relationships between science and society The science-society relationship has gone by several circumstances along the history. At the present, their relationship is marked by the ambivalence and the uncertainty that it generates diverse upsets into and among both spheres. The advance of the techno-sci- entific sphere and the difference and the threat perception that society suffers with ref- erence to scientific and technological development suppose that it is necessary to restate such relationship in accordance with frameworks that try to put in more contact both sides of oneself world.

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Ambivalencia e incertidumbre en las relaciones entre ciencia y sociedad

El presente ensayo muestra como la imagen popular y escolar de la quimica se caracteriza por ser negativa, lo que viene incidiendo en la generacion de actitudes negativas hacia esta ciencia y su aprendizaje. Las inadecuadas formas de comunicacion del conocimiento de la quimica que se muestran en el cine, la TV y las revistas de ciencia popular, la vision irreconciliable entre ciencia y religion, y la poca claridad de las formas de produccion del conocimiento quimico mostradas en las aulas de clase, aparecen como las principales causas de esta situacion. Superar esta imagen implica reconciliar la vision cientifica con la vision social de la quimica, por lo que el conocimiento en epistemologia e historia de la quimica y la linea de investigacion conocida como Public Understanding of Science desde el enfoque Ciencia/Tecnologia/ Sociedad y Ambiente (CTS-A), son fundamentales para una didactica de la quimica orientada hacia la alfabetizacion en quimica y a la formacion docentes en torno al diseno curricular y la ensenanza de contenidos articulados a la generacion de actitudes hacia el impacto social y ambiental de la quimica.

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La imagen pública de la química y su relación con la generación de actitudes hacia la química y su aprendizaje

This paper analyses a series of books, journals and other types of representations produced in Spain between 1968 and 1976 that refer to the so-called Critique of Science. This movement mainly expanded in Western countries during the 70’s. It shows how this critique appeared in different media, although with less relevance in Spanish society.

La crítica de la ciencia en España después del 68

Buscando compreender como a sociedade influencia nas concepcoes e atitudes dos individuos frente ao desenvolvimento tecnologico, desenvolveu-se um modelo teorico, traduzido em escala Likert para aplicacao com graduandos brasileiros do Estado de Sao Paulo. A analise dos dados, atraves de Modelagem de Equacoes Estruturais (SEM), permitiu concluir que a amostra pesquisada aponta o governo, as instituicoes educacionais e de pesquisa, as empresas e os cidadaos, como os atores sociais estritamente responsaveis pelas escolhas tecnologicas. Os dados tambem permitiram estabelecer bases iniciais de discussao de politicas publicas educacionais, abrindo espaco para trabalhos futuros sobre educacao tecnologica. Palavras-chave: tecnologia, sociedade, indicadores de percepcao publica, modelagem de equacoes estruturais Trying to understand how society influences the individuals’ views and attitudes towards technological development, we have developed a theoretical model, transformed into a Likert scale to be applied to undergraduates Brazilians in Sao Paulo State. The data analysis, using Structural Equation Modeling (SEM), showed that the surveyed sample indicates the government, educational and research institutions, companies and citizens, as social actors strictly responsible for technology choices. The data also helped to establish the initial bases for the discussion of public policies in education, making room for further work on technological education.

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Influência da sociedade no desenvolvimento tecnológico: um estudo das concepções de graduandos brasileiros do Estado de São Paulo * Influence of society on technological development: a study on the conceptions of Brazilian undergraduates in Sao Paulo State

This article presents an empirical research about science teachers in High school. Nowadays many teachers have the wrong idea about what science and technology are. Some of them think that science is an infallible and finished knowledge; some others conceive it as a non-historical and non-problematic matter, or even is it thought as an elitist activity.The purpose of this work is to know what pre-conceptions about science and technology high school teachers from Guanajuato, Mexico have, in order to make a contribution to sciences and technology education.

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Preconcepciones de Ciencia y Tecnología en los Profesores de Bachillerato: Un Estudio Empírico en el Estado de Guanajuato

González García, M. I., López Cerezo, J.A. y Luján López, J. L. Ciencia, tecnología y sociedad: una introducción al estudio social de la ciencia y la tecnología

Eduardo José Fernandes Nunes

Papers

González García, M. I., López Cerezo, J.A. y Luján López, J. L. Ciencia, tecnología y sociedad: una introducción al estudio social de la ciencia y la tecnología