125. Teaching STI in intercultural contexts for inclusion of gender, language, and different abilities
Xenia Anaid Rueda, UNAM; Lilia Sarmiento, California State University Dominguez Hills
Posted: February 28, 2022 Accepted Languages: English/Inglés/Inglês, Spanish/Español/Espanhol, Portuguese/Portugués
There are various studies of both primary and secondary education in which it has been detected that students present a series of epistemological obstacles (Bachelard, 1988), in the process of constructing the scientific concepts that are studied, which affects the process of knowledge formation and influence its construction. The epistemological dimension that influences the learning process of Science, Technology, and Innovation (STI) in the classroom is rarely discussed, and what could explain the difficulties that arise when studying topics related to Science. , and what makes students resort to a system of explanations to build concepts, different from those provided by teachers in the class and those that they memorize to answer an exam, but which in reality are not the ones they use daily (Mora, 2002: 76).
Therefore, the objective of this thematic table will be to identify the link between the university and STI teaching. As well as identifying and proposing practices that offer students the opportunity to reposition themselves culturally through a dialogical educational process, either by recovering the memory of traditions truncated or oppressed in the history of their cultural universe or by enriching their horizon in the encounter with traditions of other cultures such as scientific ones. Such is the importance of a scientific education open to a plurality (Olivé, 2010), in which much scientific knowledge becomes extremely relevant due to its adaptation to collective needs and may turn out to be the best option for the achievement of certain values ??projected by certain communities (Valladares, 2011 and 2019).
Thus, this thematic table puts relevance in the recent discussions around the recognition and inclusion of knowledge unrelated to scientific and technological development, which are relevant to generate inclusive innovations for the resolution of specific problems, including those of gender, language, and their link with the university. In this sense, the proposal of this table aims to contribute and nurture the discussions and practices for the teaching of science, which in the sense of Olivé (2011) is a means to achieve an appropriation of knowledge.
Therefore, for the development of this table, papers are called that contain critical reflections on the models imposed for science teaching, science teaching practices, the link between universities and teaching, integrating practices on gender, language, and different abilities.
