Science club as a strategy for an intercultural approach in science education
Science clubs; Dialogue between cultures; Scientific literacy.
In the historical and social context in which we live, that of a techno-scientific society, it is of the utmost importance to understand the sciences in their complexity in order to participate actively, autonomously and critically in society. In this sense, science education is extremely important because it enables people to read, translate and understand the codes produced by the sciences and their technologies. The process of scientific development is a socio-historically determined human activity, and therefore a cultural process. It is in educational spaces that we are introduced to the sciences in greater depth. It therefore makes sense to work on science teaching from the perspective of science as culture, taking into account not only its products, but also the processes, contexts and subjects involved. This perspective reintegrates the possibility of working with science close to those who build it and live it: human beings in their cultural multiplicity. In the society in which we live, dialogues with the knowledge that permeates these spaces can take place in different ways, often tending towards a monocultural dynamic. Thinking interculturally can be a catalyst for overcoming a monocultural perspective. The research aimed to analyze the contributions of the experiences of a Science Club with an intercultural approach to the initial training of Chemistry, Physics and Biological Sciences teachers, with the participation of 18 undergraduate students. This research presents.