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Teacher's views on environmental issues and their pedagogical implications for high-school chemistry teaching

机译：教师对环境问题的看法及其对高中化学教学的教学意义

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This study was realized with high school Chemistry teachers from the region of and around Florianópolis (SC). It examines the pedagogical implications of these teachers' views on environmental issues, and discusses the possibilities and difficulties of bringing these issues into the Chemistry classroom. The semi-structured interviews were analyzed using Textual Discourse Analysis principles. The dominance of content-based teaching and traditional pedagogical approaches appears to hinder curricular changes. Most subjects pay little heed to environmental issues and their relation to Chemistry, and endorse a view of science as neutral, and the environment as anthropocentric – views far from Green Chemistry principles.
机译：这项研究是由Florianópolis（SC）地区及其附近的高中化学老师完成的。它研究了这些教师对环境问题的观点的教学意义，并讨论了将这些问题纳入化学课堂的可能性和困难。使用文本语篇分析原则分析半结构化访谈。基于内容的教学和传统教学方法的主导似乎阻碍了课程的改变。大多数受试者很少关注环境问题及其与化学的关系，并且赞成将科学视为中立而将环境视为以人类为中心的观点–远非绿色化学原理。

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