As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/12475 |
Resumo: | This is a qualitative research aiming to investigate Science social representations of Biology’s undergraduate students and the possible relationships with their process of initial teacher training, focusing on the question: What are the social representations that Biology undergraduate students from a Public University have about Science, and what are the possible impacts/contributions of the initial teacher training on the development of these representations? The participants of this research were 89 students enrolled on a Biology course from a Public University. The research had two main steps: the first one with the collection and organization of the possible elements from the Science social representations central nucleus and the peripheric system on the students; and the second one with the search for evidences of the possible impacts/contributions of the initial teacher training on the students representations construction. The methodology applied here is based on the main method and technic of the social representations’ central nucleus research: “Free Association of Words” technique. In addition, the research’s second step used complementary interviews, from which two categories emerged: 1) LCB/ course subjects and 2) events/extracurricular activities. The data obtained with the “Free Association of Words” technique was analyzed with a prototypical analysis, and the data from the interviews was analyzed considering Bardin’s (1977) content analysis. Comparing the representations of students from the beginning and ending of the course, there was a great similarity between the elements that form the possible central nucleus of these groups. In this region there was the sharing of the elements knowledge, study and experiment. Most of the differences were found in the peripheral region, which reveals the presence of elements of a tentative character (search and curiosity) and social (domination) only for the group of ending students. In this way, the data resulting from the research leads us to verify that the reflections promoted by the course subjects and the experiences made possible by the extracurricular activities have contributed to the formation of a broader sense of Science as a human construction. |
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Souza, Tamires Cristina deSilva, Douglas Verrangia Corrêa dahttp://lattes.cnpq.br/7699024298055259http://lattes.cnpq.br/1534696969971001e27c530a-5c06-4a5d-87bf-80351fb04cb22020-04-27T13:08:47Z2020-04-27T13:08:47Z2020-02-20SOUZA, Tamires Cristina de. As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas. 2020. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12475.https://repositorio.ufscar.br/handle/ufscar/12475This is a qualitative research aiming to investigate Science social representations of Biology’s undergraduate students and the possible relationships with their process of initial teacher training, focusing on the question: What are the social representations that Biology undergraduate students from a Public University have about Science, and what are the possible impacts/contributions of the initial teacher training on the development of these representations? The participants of this research were 89 students enrolled on a Biology course from a Public University. The research had two main steps: the first one with the collection and organization of the possible elements from the Science social representations central nucleus and the peripheric system on the students; and the second one with the search for evidences of the possible impacts/contributions of the initial teacher training on the students representations construction. The methodology applied here is based on the main method and technic of the social representations’ central nucleus research: “Free Association of Words” technique. In addition, the research’s second step used complementary interviews, from which two categories emerged: 1) LCB/ course subjects and 2) events/extracurricular activities. The data obtained with the “Free Association of Words” technique was analyzed with a prototypical analysis, and the data from the interviews was analyzed considering Bardin’s (1977) content analysis. Comparing the representations of students from the beginning and ending of the course, there was a great similarity between the elements that form the possible central nucleus of these groups. In this region there was the sharing of the elements knowledge, study and experiment. Most of the differences were found in the peripheral region, which reveals the presence of elements of a tentative character (search and curiosity) and social (domination) only for the group of ending students. In this way, the data resulting from the research leads us to verify that the reflections promoted by the course subjects and the experiences made possible by the extracurricular activities have contributed to the formation of a broader sense of Science as a human construction.A presente pesquisa é de natureza qualitativa e investigou as representações sociais de ciência de licenciandos em Ciências Biológicas e suas possíveis relações com o processo de formação inicial de tais estudantes, tendo como foco responder a questão de pesquisa: Quais são as representações sociais que alunos de um curso de Licenciatura em Ciências Biológicas de uma Universidade Pública têm sobre ciência e quais são as possíveis contribuições-impactos da formação inicial no desenvolvimento dessas representações? Os participantes da pesquisa foram alunos regularmente matriculados no curso de Licenciatura em Ciências Biológicas de uma Universidade Pública, totalizando-se 89 estudantes. A pesquisa foi realizada em duas etapas: a primeira, de modo geral, teve como objetivo levantar e organizar os possíveis elementos do núcleo central e do sistema periférico das representações sociais de ciência dos estudantes participantes e a segunda etapa teve como intuito buscar evidenciar os possíveis impactos/contribuições da formação inicial na construção dessas representações. A metodologia utilizada parte dos principais métodos e técnicas atribuídas à pesquisa do núcleo central das representações sociais: Técnica de Associação Livre de Palavras (TALP) e Hierarquização. Também foram utilizadas entrevistas como parte da segunda etapa da pesquisa, de modo complementar os dados obtidos inicialmente, das quais emergiram duas categorias: 1) LCB/ disciplinas curriculares e 2) Atividades extracurriculares/Eventos. Os dados obtidos com a TALP foram analisados por meio da análise prototípica e os dados obtidos com as entrevistas foram analisados tendo como base aspectos da análise de conteúdo de Bardin (1977). Ao realizar comparações entre as representações dos alunos iniciantes e concluintes do curso constatou-se grande similaridade entre os elementos que formam o possível núcleo central desses grupos. Nessa região houve o compartilhamento dos elementos conhecimento, estudo e experimento. As diferenças foram encontradas em sua maioria na região periférica, a qual revela a presença de elementos de caráter tentativo (busca e curiosidade) e social (dominação) apenas para o grupo de alunos concluintes. Desse modo, os dados decorrentes da pesquisa nos levam a verificar que as reflexões promovidas pelas disciplinas curriculares e as vivências possibilitadas pelas atividades extracurriculares têm contribuído para a formação de uma visão mais ampla de ciência, compreendendo-a como uma construção humana.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: código de financiamento - 001porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessRepresentação socialCiênciaFormação inicialSocial representationScienceInitial teacher trainingCIENCIAS HUMANAS::EDUCACAOAs representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicasThe social representations of science: a study from a degree course in biological sciencesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis600600315a3eaa-9034-4dc9-bb41-68ee391cbcf7reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALSOUZA_Tamires_2020.pdfSOUZA_Tamires_2020.pdfDissertaçãoapplication/pdf2019626https://repositorio.ufscar.br/bitstream/ufscar/12475/1/SOUZA_Tamires_2020.pdf31532a044634ebb6cfa3ed4381915768MD51Carta_Comprovante_VersãoFinal.pdfCarta_Comprovante_VersãoFinal.pdfCarta Comprovanteapplication/pdf185199https://repositorio.ufscar.br/bitstream/ufscar/12475/2/Carta_Comprovante_Vers%c3%a3oFinal.pdff896ad5d6187997cbbc5f74f94f80015MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/12475/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTSOUZA_Tamires_2020.pdf.txtSOUZA_Tamires_2020.pdf.txtExtracted texttext/plain239259https://repositorio.ufscar.br/bitstream/ufscar/12475/4/SOUZA_Tamires_2020.pdf.txt524745ecbc608b24e9e8de091ace06b6MD54Carta_Comprovante_VersãoFinal.pdf.txtCarta_Comprovante_VersãoFinal.pdf.txtExtracted texttext/plain1606https://repositorio.ufscar.br/bitstream/ufscar/12475/6/Carta_Comprovante_Vers%c3%a3oFinal.pdf.txt7067fa9639efce36796f92b848d7d1f1MD56THUMBNAILSOUZA_Tamires_2020.pdf.jpgSOUZA_Tamires_2020.pdf.jpgIM Thumbnailimage/jpeg5635https://repositorio.ufscar.br/bitstream/ufscar/12475/5/SOUZA_Tamires_2020.pdf.jpgb86e98de8269c6237d585bf4247c4dfcMD55Carta_Comprovante_VersãoFinal.pdf.jpgCarta_Comprovante_VersãoFinal.pdf.jpgIM Thumbnailimage/jpeg7545https://repositorio.ufscar.br/bitstream/ufscar/12475/7/Carta_Comprovante_Vers%c3%a3oFinal.pdf.jpga6bf4d4d3eeac596291498df0ee52695MD57ufscar/124752023-09-18 18:31:54.225oai:repositorio.ufscar.br:ufscar/12475Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:54Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas |
dc.title.alternative.eng.fl_str_mv |
The social representations of science: a study from a degree course in biological sciences |
title |
As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas |
spellingShingle |
As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas Souza, Tamires Cristina de Representação social Ciência Formação inicial Social representation Science Initial teacher training CIENCIAS HUMANAS::EDUCACAO |
title_short |
As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas |
title_full |
As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas |
title_fullStr |
As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas |
title_full_unstemmed |
As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas |
title_sort |
As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas |
author |
Souza, Tamires Cristina de |
author_facet |
Souza, Tamires Cristina de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1534696969971001 |
dc.contributor.author.fl_str_mv |
Souza, Tamires Cristina de |
dc.contributor.advisor1.fl_str_mv |
Silva, Douglas Verrangia Corrêa da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7699024298055259 |
dc.contributor.authorID.fl_str_mv |
e27c530a-5c06-4a5d-87bf-80351fb04cb2 |
contributor_str_mv |
Silva, Douglas Verrangia Corrêa da |
dc.subject.por.fl_str_mv |
Representação social Ciência Formação inicial |
topic |
Representação social Ciência Formação inicial Social representation Science Initial teacher training CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Social representation Science Initial teacher training |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This is a qualitative research aiming to investigate Science social representations of Biology’s undergraduate students and the possible relationships with their process of initial teacher training, focusing on the question: What are the social representations that Biology undergraduate students from a Public University have about Science, and what are the possible impacts/contributions of the initial teacher training on the development of these representations? The participants of this research were 89 students enrolled on a Biology course from a Public University. The research had two main steps: the first one with the collection and organization of the possible elements from the Science social representations central nucleus and the peripheric system on the students; and the second one with the search for evidences of the possible impacts/contributions of the initial teacher training on the students representations construction. The methodology applied here is based on the main method and technic of the social representations’ central nucleus research: “Free Association of Words” technique. In addition, the research’s second step used complementary interviews, from which two categories emerged: 1) LCB/ course subjects and 2) events/extracurricular activities. The data obtained with the “Free Association of Words” technique was analyzed with a prototypical analysis, and the data from the interviews was analyzed considering Bardin’s (1977) content analysis. Comparing the representations of students from the beginning and ending of the course, there was a great similarity between the elements that form the possible central nucleus of these groups. In this region there was the sharing of the elements knowledge, study and experiment. Most of the differences were found in the peripheral region, which reveals the presence of elements of a tentative character (search and curiosity) and social (domination) only for the group of ending students. In this way, the data resulting from the research leads us to verify that the reflections promoted by the course subjects and the experiences made possible by the extracurricular activities have contributed to the formation of a broader sense of Science as a human construction. |
publishDate |
2020 |
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2020-04-27T13:08:47Z |
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2020-04-27T13:08:47Z |
dc.date.issued.fl_str_mv |
2020-02-20 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SOUZA, Tamires Cristina de. As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas. 2020. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12475. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/12475 |
identifier_str_mv |
SOUZA, Tamires Cristina de. As representações sociais de ciência: um estudo a partir de um curso de licenciatura em ciências biológicas. 2020. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12475. |
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