Socio-scientific activism and socio-scientific issues in science teaching: what about the technological dimension?

Abstract:

This theoretical essay aims to problematize the need to include a technological dimension and its systemic relationships in addressing socio-scientific issues and socio-scientific activism in Science Education. Thus, we have presented the view of some Science Education authors about it, and then we have aimed to discuss the reasons for that inclusion, questioning the multi-stability of technologies and the supposed neutrality, as well as the linear model of scientific-technological development/progress. The inclusion of the technological dimension favors the construction of a more realistic image of the process, of the discourse and of the hegemonic projects on Science-Technology (ST), as well as the development of active and responsible citizenship of teachers and students in the 21st century. Those reflections can broaden the understanding of ST non-neutrality and lead to greater social participation in decision-making processes, besides hinting at possibilities through the discussion of socio-scientific-technological issues, and about socio-scientific-technological activism in Science Teaching.

Keywords:
Science teaching; Socio-scientific questions; Science and technology