The conflict between Science and belief: the learning of the subject origin of life by students of Middle School
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Ensino de Ciências e Matemática - REnCiMa |
Texto Completo: | https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1919 |
Resumo: | In the classroom is observed the social multiculturalism, evidenced when the theme developed presents conflicts between science and religion. Brazil presents an expressive religious multiplicity and, thus, a question arises: Do beliefs influence the learning of themes that generate conflict between science and religion? This article presents results of a research that aimed to analyze the performance of high school students of different beliefs in the learning process of a topic that generates a conflict between science and religion: the origin of life. The study analyzed six groups of students: Atheists, Ex-religious, Catholics, Protestants, Spiritists/Spiritualists and Adepts of Afro-Brazilian Religions. A Likert questionnaire was used, which allowed the identification of the acceptance/rejection index for the study of the subject, and a test with objective questions and conceptual maps, which permitted to evaluate the performance of students regarding the scientific knowledge about the subject. The analysis of the questionnaire allowed to verify that the relationship between belief and performance in the learning process of the scientific knowledge on the subject did not have a significant difference in the performance of the belief groups, indicating that, even though it is a topic that generates a conflict between science and belief, this conflict does not negatively interfere with the learning. |
id |
UCS-4_e5743eea20eb802dd9d333145aa3181e |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/1919 |
network_acronym_str |
UCS-4 |
network_name_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository_id_str |
|
spelling |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle SchoolO conflito entre Ciência e crença: a aprendizagem do tema origem da vida por estudantes do Ensino MédioCiênciaReligiãoAprendizagemOrigem da vida.ScienceReligionLearningOrigin of life.In the classroom is observed the social multiculturalism, evidenced when the theme developed presents conflicts between science and religion. Brazil presents an expressive religious multiplicity and, thus, a question arises: Do beliefs influence the learning of themes that generate conflict between science and religion? This article presents results of a research that aimed to analyze the performance of high school students of different beliefs in the learning process of a topic that generates a conflict between science and religion: the origin of life. The study analyzed six groups of students: Atheists, Ex-religious, Catholics, Protestants, Spiritists/Spiritualists and Adepts of Afro-Brazilian Religions. A Likert questionnaire was used, which allowed the identification of the acceptance/rejection index for the study of the subject, and a test with objective questions and conceptual maps, which permitted to evaluate the performance of students regarding the scientific knowledge about the subject. The analysis of the questionnaire allowed to verify that the relationship between belief and performance in the learning process of the scientific knowledge on the subject did not have a significant difference in the performance of the belief groups, indicating that, even though it is a topic that generates a conflict between science and belief, this conflict does not negatively interfere with the learning.Na sala de aula observa-se o multiculturalismo social, evidenciado quando o tema desenvolvido apresenta conflitos entre Ciência e religião. O Brasil apresenta uma expressiva multiplicidade religiosa e, assim, surge uma questão: As crenças influenciam o aprendizado de temas que geram conflito entre Ciência e religião? Este artigo apresenta resultados de pesquisa que teve por objetivo analisar como se relaciona o desempenho escolar de estudantes do Ensino Médio de diferentes crenças no processo de aprendizagem de um tema que gera conflito entre Ciência e religião: a origem da vida. O estudo analisou seis grupos de estudantes: Ateus, Ex-religiosos, Católicos, Protestantes, Espíritas/Espiritualistas e Adeptos de Religiões Afrobrasileiras. Foram utilizados um questionário Likert, que permitiu identificar o índice de aceitação/rejeição ao estudo do tema, e um teste com questões objetivas e mapas conceituais, que permitiram avaliar o desempenho dos estudantes quanto ao conhecimento científico sobre o tema. A análise do questionário permitiu verificar que a relação entre crença e desempenho no processo da aprendizagem do conhecimento científico sobre o tema não apresentou uma diferença significativa no desempenho dos grupos de crença, indicando que, mesmo sendo um tema que gera conflito entre Ciência e crença, esse conflito não interfere de forma negativa no aprendizado.Editora Cruzeiro do Sul2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/191910.26843/rencima.v11i1.1919Revista de Ensino de Ciências e Matemática; v. 11 n. 1 (2020): jan./mar.; 361-3732179-426X10.26843/rencima.v11i1reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1919/1403https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessNascimento, Núbia CostaCosta, Lilia Carolina Carneiro daAlmeida, Rosiléia Oliveira dePena, Fábio Luís Alves2023-04-21T02:45:36Zoai:ojs.pkp.sfu.ca:article/1919Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T02:45:36Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle School O conflito entre Ciência e crença: a aprendizagem do tema origem da vida por estudantes do Ensino Médio |
title |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle School |
spellingShingle |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle School Nascimento, Núbia Costa Ciência Religião Aprendizagem Origem da vida. Science Religion Learning Origin of life. |
title_short |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle School |
title_full |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle School |
title_fullStr |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle School |
title_full_unstemmed |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle School |
title_sort |
The conflict between Science and belief: the learning of the subject origin of life by students of Middle School |
author |
Nascimento, Núbia Costa |
author_facet |
Nascimento, Núbia Costa Costa, Lilia Carolina Carneiro da Almeida, Rosiléia Oliveira de Pena, Fábio Luís Alves |
author_role |
author |
author2 |
Costa, Lilia Carolina Carneiro da Almeida, Rosiléia Oliveira de Pena, Fábio Luís Alves |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Nascimento, Núbia Costa Costa, Lilia Carolina Carneiro da Almeida, Rosiléia Oliveira de Pena, Fábio Luís Alves |
dc.subject.por.fl_str_mv |
Ciência Religião Aprendizagem Origem da vida. Science Religion Learning Origin of life. |
topic |
Ciência Religião Aprendizagem Origem da vida. Science Religion Learning Origin of life. |
description |
In the classroom is observed the social multiculturalism, evidenced when the theme developed presents conflicts between science and religion. Brazil presents an expressive religious multiplicity and, thus, a question arises: Do beliefs influence the learning of themes that generate conflict between science and religion? This article presents results of a research that aimed to analyze the performance of high school students of different beliefs in the learning process of a topic that generates a conflict between science and religion: the origin of life. The study analyzed six groups of students: Atheists, Ex-religious, Catholics, Protestants, Spiritists/Spiritualists and Adepts of Afro-Brazilian Religions. A Likert questionnaire was used, which allowed the identification of the acceptance/rejection index for the study of the subject, and a test with objective questions and conceptual maps, which permitted to evaluate the performance of students regarding the scientific knowledge about the subject. The analysis of the questionnaire allowed to verify that the relationship between belief and performance in the learning process of the scientific knowledge on the subject did not have a significant difference in the performance of the belief groups, indicating that, even though it is a topic that generates a conflict between science and belief, this conflict does not negatively interfere with the learning. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1919 10.26843/rencima.v11i1.1919 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1919 |
identifier_str_mv |
10.26843/rencima.v11i1.1919 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1919/1403 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
dc.source.none.fl_str_mv |
Revista de Ensino de Ciências e Matemática; v. 11 n. 1 (2020): jan./mar.; 361-373 2179-426X 10.26843/rencima.v11i1 reponame:Revista de Ensino de Ciências e Matemática - REnCiMa instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
instname_str |
Universidade de Caxias do Sul (UCS) |
instacron_str |
UCS |
institution |
UCS |
reponame_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
collection |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository.name.fl_str_mv |
Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
_version_ |
1799306130712690688 |