Lenguaje en contextos de aprendizajes CTSA: Aspectos Sociales y Culturales

Abstract

El proyecto busca evaluar la influencia de los aspectos sociales y culturales en el lenguaje utilizado en contextos relacionados a la Ciencia, Tecnología, Sociedad y Ambiente (CTSA) particularmente en las clases de Qca General del ingreso y de la primera asignatura de diferentes carreras de la FBCB. La cuestión específica para investigar es cómo el lenguaje utilizado en contextos de aprendizaje (CTSA) es influenciado por factores sociales y culturales y cómo esas influencias impactan en la construcción, circulación y legitimación del conocimiento científico de la Química en esos contextos. Existen evidencias de que el lenguaje es modelado por factores sociales y culturales, y estudios preliminares sugieren que estas influencias afectan la forma en como los estudiantes aprenden y construyen significados en relación con los temas CTSA de Química desde una perspectiva de desarrollo de capacidad del pensamiento crítico. Así, al buscar una conciliación entre una perspectiva discursiva de los estudios del lenguaje, como la Teoría de los Códigos de Legitimación, con la de los estudios sociales y las tecnologías presentes en el Movimiento CTSA y con la mirada filosófica del Pensamiento Crítico (queremos explorar cómo la aproximación de estos diferentes campos teóricos permiten una nueva mirada al proceso de enseñanza y de los aprendizajes de la Qca, tanto en aspectos relacionados con la formación docente como en la construcción de estrategias de enseñanza más efectivas que permitan un mayor involucramiento de los estudiantes. El problema general por abordar en esta propuesta es la falta de estudios en profundidad sobre cómo los factores sociales y culturales influyen en el lenguaje utilizado en contextos de aprendizaje CTSA, desde la perspectiva del desarrollo de capacidades de Pensamiento Crítico. Comprender e interpretar esta relación es crucial para promover una educación más inclusiva, contextualizada y efectiva, lo que hace que este tema sea extremadamente importante para ser investigado. La estrategia metodológica implicará un enfoque cualitativo, a través de análisis de textos, entrevistas y observaciones de aula, con el objetivo de investigar el lenguaje utilizado por estudiantes, profesores (docentes-investigadores de Qca General) y materiales didácticos disponible en la cátedra, y cómo este lenguaje refleja e influye en los aspectos sociales y culturales presentes en los contextos de aprendizaje CTSA

he project seeks to assess the influence of social and cultural aspects on the language used in contexts related to Science, Technology, Society, and Environment (CTSA), particularly in General Chemistry classes for freshmen and the first course in various programs at FBCB. The specific question to investigate is how the language used in learning contexts (CTSA) is influenced by social and cultural factors and how these influences impact the construction, circulation, and legitimization of chemical science knowledge in those contexts. Evidence indicates that language is shaped by social and cultural factors, and preliminary studies suggest that these influences affect how students learn and create meaning regarding CTSA-related Chemistry topics from a perspective of developing critical thinking skills. Thus, in seeking to reconcile a discursive perspective of language studies, like the Theory of Legitimization Codes (Maton, 2023, 2014, 2016), with social studies and technologies in the CTSA Movement from Aikenhead's perspective (1994, 1997, 2004, 2006, 2007), and with the philosophical view of Critical Thinking (Ennis, 1985, 1987; Tenreiro-Vieira, 1994; Vieira, 1995), we aim to explore how the convergence of these different theoretical fields allows a new approach to the teaching and learning process of Chemistry, both in terms of teacher training and in the construction of more effective teaching strategies that enable greater student engagement. The general problem to address in this proposal is the lack of in-depth studies on how social and cultural factors influence the language used in CTSA learning contexts from a critical thinking capacity-building perspective. Understanding and interpreting this relationship is crucial to promoting a more inclusive, contextualized, and effective education, making this topic extremely important for investigation. The methodological strategy will involve a qualitative approach, including text analysis, interviews, and classroom observations, to investigate the language used by students, teachers (General Chemistry teacher-researchers), and instructional materials available in the department, and how this language reflects and influences the social and cultural aspects present in CTSA learning contexts he project seeks to assess the influence of social and cultural aspects on the language used in contexts related to Science, Technology, Society, and Environment (CTSA), particularly in General Chemistry classes for freshmen and the first course in various programs at FBCB. The specific question to investigate is how the language used in learning contexts (CTSA) is influenced by social and cultural factors and how these influences impact the construction, circulation, and legitimization of chemical science knowledge in those contexts. Evidence indicates that language is shaped by social and cultural factors, and preliminary studies suggest that these influences affect how students learn and create meaning regarding CTSA-related Chemistry topics from a perspective of developing critical thinking skills. Thus, in seeking to reconcile a discursive perspective of language studies, like the Theory of Legitimization Codes (Maton, 2023, 2014, 2016), with social studies and technologies in the CTSA Movement from Aikenhead's perspective (1994, 1997, 2004, 2006, 2007), and with the philosophical view of Critical Thinking (Ennis, 1985, 1987; Tenreiro-Vieira, 1994; Vieira, 1995), we aim to explore how the convergence of these different theoretical fields allows a new approach to the teaching and learning process of Chemistry, both in terms of teacher training and in the construction of more effective teaching strategies that enable greater student engagement. The general problem to address in this proposal is the lack of in-depth studies on how social and cultural factors influence the language used in CTSA learning contexts from a critical thinking capacity-building perspective. Understanding and interpreting this relationship is crucial to promoting a more inclusive, contextualized, and effective education, making this topic extremely important for investigation. The methodological strategy will involve a qualitative approach, including text analysis, interviews, and classroom observations, to investigate the language used by students, teachers (General Chemistry teacher-researchers), and instructional materials available in the department, and how this language reflects and influences the social and cultural aspects present in CTSA learning contexts