A socio-scientific didactic sequence about the life cycle assessment of lithium batteries
Research carried in a public technical school, State of São Paulo (Brazil), evaluated how a socioscientific issue about the life cycle oflithium batteries, planned and developed by the Physics teacher, provided critical training to those involved (teacher and students). Asa result, it was found that...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35213 |
| Aporte de: |
| Sumario: | Research carried in a public technical school, State of São Paulo (Brazil), evaluated how a socioscientific issue about the life cycle oflithium batteries, planned and developed by the Physics teacher, provided critical training to those involved (teacher and students). Asa result, it was found that the process allowed the teacher to perceive and to question the formative model that was guiding his physicsteaching practice. On the other hand, it was evident how SSI mobilized the students in the discussion of scientific knowledge, besidesmobilizing a moral sensibility about the lithium battery production process and the several minerals that compose it. |
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