O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Vitruvian Cogitationes |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/66327 |
Resumo: | The teaching of Astronomy has been the subject of discussions since the 1970s, attributing different degrees of importance to it. By contrast, staves related to pseudosciences such as Astrology have been increasingly present in university centers. In this perspective, this article aims to understand how students of a pedagogy degree course, in the distance learning modality (EAD) from a private university in the state of Paraná, interpret a test of the description of their selves personalities, based on the Forer effect. The research it’s a qualitative-quantitative model and was developed with a 394 students duly enrolled in the discipline of methodologies for Science Teaching participated in it. The results showed that most students were susceptible to manipulation of the description of their selves personality, trusting the results, even though they are general amply. It is concluded that even with all the critical development of society today, Astrology has not yet been demystified. |
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O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICOTeaching AstronomyPedagogyForer EffectPseudoscienceEnseñanza de la AstronomíaPedagogiaEfecto ForerSeudo CienciasEnsino de AstronomiaPedagogiaEfeito ForerPseudociênciaThe teaching of Astronomy has been the subject of discussions since the 1970s, attributing different degrees of importance to it. By contrast, staves related to pseudosciences such as Astrology have been increasingly present in university centers. In this perspective, this article aims to understand how students of a pedagogy degree course, in the distance learning modality (EAD) from a private university in the state of Paraná, interpret a test of the description of their selves personalities, based on the Forer effect. The research it’s a qualitative-quantitative model and was developed with a 394 students duly enrolled in the discipline of methodologies for Science Teaching participated in it. The results showed that most students were susceptible to manipulation of the description of their selves personality, trusting the results, even though they are general amply. It is concluded that even with all the critical development of society today, Astrology has not yet been demystified.La enseñanza de la Astronomía ha sido objeto de debate desde la década de 1970, atribuyéndole distintos grados de importancia. Por otro lado, las cuestiones relacionadas con las seudo ciencias como la Astrología han estado demasiado presentes en los centros universitarios. En esa perspectiva, este artículo tiene como objetivo comprender cómo los estudiantes de una carrera de pedagogía aprendizaje a distancia (EAD) de una universidad privada del estado de Paraná, interpretan un test de descripción de sus personalidades, basado en el efecto Forer. La investigación es de carácter cualitativo-cuantitativo y en ella participaron 394 estudiantes debidamente matriculados en la disciplina de metodologías para la Enseñanza de las Ciencias. Los resultados mostraron que la mayoría de los estudiantes fueran susceptibles a la manipulación y descripción de sus propias personalidades y por eso confiaran en los resultados, aunque sean amplios y generales. Se concluye que mismo con todo el desarrollo crítico de la sociedad de hoy, la desmitificación de la Astrología no se ha logrado.O ensino da Astronomia tem sido pauta de discussões desde a década de 1970, atribuindo a ele diferentes graus de importância. Em contrapartida, pautas relacionadas a pseudociências como a Astrologia, tem estado cada vez mais presentes em centros universitários. Nessa perspectiva, este artigo tem como objetivo compreender como alunos de um curso de licenciatura em pedagogia, na modalidade de ensino à distância (EAD) de uma universidade privada do estado do Paraná, interpretam um teste da descrição de suas personalidades, a partir do efeito Forer. A pesquisa é de natureza quali-quantitativa e participaram da mesma 394 alunos devidamente matriculados na disciplina de metodologias para o Ensino de Ciências. Os resultados apontaram que a maioria dos alunos eram suscetíveis a manipulação da descrição de sua personalidade, confiando nos resultados, apesar dos mesmos serem vagos e generalistas. Conclui-se que mesmo com todo desenvolvimento crítico da sociedade nos dias atuais, a Astrologia ainda não foi desmitificada.Eduem2022-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/6632710.4025/rvc.v3i2.66327Vitruvian Cogitationes; v. 3 n. 2 (2022); 224-2312675-9616reponame:Vitruvian Cogitationesinstname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/66327/751375155176Copyright (c) 2022 Revista Vitruvian Cogitationesinfo:eu-repo/semantics/openAccessAlessandra Daniela BuffonJoão Luís Dequi AraújoMilene Rodrigues Martins2023-06-15T14:34:11Zoai:periodicos.uem.br/ojs:article/66327Revistahttps://periodicos.uem.br/ojs/index.php/revisvitruscogitationesPUBhttps://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/oairvc@uem.br2675-96162675-9616opendoar:2023-06-15T14:34:11Vitruvian Cogitationes - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO |
title |
O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO |
spellingShingle |
O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO Alessandra Daniela Buffon Teaching Astronomy Pedagogy Forer Effect Pseudoscience Enseñanza de la Astronomía Pedagogia Efecto Forer Seudo Ciencias Ensino de Astronomia Pedagogia Efeito Forer Pseudociência |
title_short |
O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO |
title_full |
O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO |
title_fullStr |
O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO |
title_full_unstemmed |
O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO |
title_sort |
O ALCANCE DA ASTROLOGIA NO ÂMBITO ACADÊMICO |
author |
Alessandra Daniela Buffon |
author_facet |
Alessandra Daniela Buffon João Luís Dequi Araújo Milene Rodrigues Martins |
author_role |
author |
author2 |
João Luís Dequi Araújo Milene Rodrigues Martins |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Alessandra Daniela Buffon João Luís Dequi Araújo Milene Rodrigues Martins |
dc.subject.por.fl_str_mv |
Teaching Astronomy Pedagogy Forer Effect Pseudoscience Enseñanza de la Astronomía Pedagogia Efecto Forer Seudo Ciencias Ensino de Astronomia Pedagogia Efeito Forer Pseudociência |
topic |
Teaching Astronomy Pedagogy Forer Effect Pseudoscience Enseñanza de la Astronomía Pedagogia Efecto Forer Seudo Ciencias Ensino de Astronomia Pedagogia Efeito Forer Pseudociência |
description |
The teaching of Astronomy has been the subject of discussions since the 1970s, attributing different degrees of importance to it. By contrast, staves related to pseudosciences such as Astrology have been increasingly present in university centers. In this perspective, this article aims to understand how students of a pedagogy degree course, in the distance learning modality (EAD) from a private university in the state of Paraná, interpret a test of the description of their selves personalities, based on the Forer effect. The research it’s a qualitative-quantitative model and was developed with a 394 students duly enrolled in the discipline of methodologies for Science Teaching participated in it. The results showed that most students were susceptible to manipulation of the description of their selves personality, trusting the results, even though they are general amply. It is concluded that even with all the critical development of society today, Astrology has not yet been demystified. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-16 |
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://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/66327 10.4025/rvc.v3i2.66327 |
url |
https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/66327 |
identifier_str_mv |
10.4025/rvc.v3i2.66327 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/66327/751375155176 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista Vitruvian Cogitationes info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista Vitruvian Cogitationes |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Eduem |
publisher.none.fl_str_mv |
Eduem |
dc.source.none.fl_str_mv |
Vitruvian Cogitationes; v. 3 n. 2 (2022); 224-231 2675-9616 reponame:Vitruvian Cogitationes instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Vitruvian Cogitationes |
collection |
Vitruvian Cogitationes |
repository.name.fl_str_mv |
Vitruvian Cogitationes - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
rvc@uem.br |
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1799316979309346816 |