Portuguese Kindergarten Teacher’s conceptions about STS: a case study Book uri icon


  • This book is part of a broader work in the framework of the doctoral studies undertaken in Didactics and Training at the University of Aveiro, Portugal. This work is divided into Introduction, three chapters, conclusion and bibliographic references. The introduction provides the context of the research and makes a brief reference to the guidelines that underpin the reported research work. Along the introduction we present a summary on the approach of Sciences through practical and experimental work, in a perspective of the Science-Technology-Society (STS) view and also take into consideration the need for in-service teaching training of kindergarten teachers. In Chapter 1 we carry out a literature review we considered to be more relevant in the context of this work. Thus, we analysed several concepts: (i) Kindergarten teacher’s conceptions about STS; (ii) Education in science with STS guidance in contexts of teaching/learning; and (iii) the sciences in the Pre-school and the STS perspective. We dedicate chapter 2 to methodological issues, with emphasis on the cases studied, the techniques and instruments used for the collection of data. There is also a review of the description of the developed Training Programme with the professionals involved in the study. In Chapter III we show and discuss the data concerning the characterization of teachers’ STS conceptions before and after the Training Programme was implemented. At the end we summarise the main conclusions of the study and show some of its implications.

publication date

  • 2012