Design principles for a didactic sequence on cell biology contextualized by social and ethical issues
The objective of this study is to analyze the features (design principles) of a didactic sequence on cell biology, specifically built to mobilize scientific contents, in different dimensions, with the purposes of developing argumentation skills on ethical issues as well as the performance of socio-political actions by high school students. Based in the assumptions of Science, Technology, Society, and Environment (STSE) Education, it is our concern in this work that ethics should be more carefully considered in science education, because it contributes to thinking and communication skills, such as critical thinking and logical reasoning. The research involves the adoption of Socio-Scientific Issues (SSI) that may increase the participation of students and promote their civic education. Guided by educational design research as a theoretical and methodological framework we built, to answer our research question, six design principles for planning a first prototype of a didactic sequence on cell biology that values the dialogic and critical teaching, with explicit openness to ethical discussions to reasoning about broader social elements. These design principles presented here were built through a collaborative work between three professors of higher education and a teacher of high school. It will be applied in a cell biology course, guided by these principles in the real context of classroom.
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