Article
Spanish
ID: <
10670/1.cmpnuv>
Abstract
Summary The purpose of this research article is to contribute to the scientific training processes of middle-school students through the development of advocacy skills, taking some physical principles as a reference axis. The advocacy skills addressed in a learning sequence (SEA) — which integrates the CTS approach — demonstrate the importance of a contextualised didactic process that fosters the learning of fundamental aspects of the Nature of Science (NDC); in particular, the views expressed by students on issues involving the external sociology of science and technology. With the evaluation of the process with a quasi-experimental research design — pre-test-SEA-post-, an improvement in students’ advocacy and progress towards science and technology was recognised. Thus, some specific situations are confirmed by significant changes in student responses in the HALPERN Test and Opinion Questionnaire on Science and Technology.