期刊名称：Didáctica de las Ciencias Experimentales y Sociales
印刷版ISSN：2255-3835
出版年度：2018
期号：34
页码：105-122
DOI：10.7203/dces.34.11478
语种：Spanish
出版社：Universitat de València
摘要：The need to articulate disciplinary issues with the Nature of Science, the relationship between Science, Technology and Society, and the interrogation on ethical aspects of teaching and knowledge is becoming more and more evident these days. In this article, we present an action-research consisting on a proposal for training science teachers based on the TV-series Breaking Bad. The results showed different ways of conceiving science, scientific work and its teaching. The rise of ethically controversial situations in secondary school is remarkable. The proposal encouraged debate and reflection on a series of events with broad social impact, and provided the necessary metacognitive processes for the transformation of educational practices.
其他摘要：The need to articulate disciplinary issues with the Nature of Science, the relationship between Science, Technology and Society, and the interrogation on ethical aspects of teaching and knowledge is becoming more and more evident these days. In this article, we present an action-research consisting on a proposal for training science teachers based on the TV-series Breaking Bad. The results showed different ways of conceiving science, scientific work and its teaching. The rise of ethically controversial situations in secondary school is remarkable. The proposal encouraged debate and reflection on a series of events with broad social impact, and provided the necessary metacognitive processes for the transformation of educational practices.
