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From the STSE movement (Science-Technology-Society-Environment) and its implications for science education, this paper proposes to put in a discussion of treatment possibilities and limitations of socio-scientific issues (SCI) in the education of biology teachers. For this, we part of an experiment conducted with students of last year degree in biology at a state college located in Bauru, Sao Paulo, Brazil. From the socio-scientific issues chosen by undergraduates to develop their teaching practice in a STSE perspective, we analyzed the content of their speech, pointing out evidence of the potential of this activity in their education, in order to allow greater questioning and critical aspects such as the social significance of SCI and its basis in science, elaborating opinions, his report by the media, dimensions local, national or global consultations with pictures of political and social values and ethical reasoning, and sustainable development.

Tratamiento de problemas socio-científicos en la formación de profesores de biología: algunos aspectos