Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3775 |
Resumo: | Science is a fundamental engine for driving knowledge and social progress construction. However, despite the growing prestige of science, pseudoscientific beliefs continue to be widespread and accepted. It was found that university students, for example, have high levels of pseudoscientific beliefs, although the role of universities is to produce and disseminate scientific knowledge. Therefore, it is necessary to understand the mechanisms that contribute to the propagation and acceptance of pseudoscience among those who have access to scientific method and scientific knowledge. Hence, two studies were carried out with 4,477 students from universities in 26 states in Brazil. Study 1 aimed to investigate pseudoscientific beliefs and science literacy in university students using two instruments, as follows: one instrument aimed to analyze pseudoscientific beliefs and the other, knowledge of the scientific method. Study 2 aimed to assess whether students' science literacy, as well as their beliefs in pseudosciences, are related to reports of preventive measures adopted by students during the COVID-19 pandemic. In the referred study, in addition to the two instruments used in Study 1, questions were added so that students could report which protective measures they adhered to during the pandemic period. Study 1 showed that the students obtained better results in the instrument that assessed knowledge of the scientific method (M=64.8) than in the instrument that assessed belief in pseudoscience (M=56.7). Thus, the students had high levels of pseudoscientific beliefs, contributing to the hypothesis raised by the literature that graduation, in traditional ways, may not significantly contribute to the reduction of these beliefs, despite providing knowledge about the scientific method. On the other hand, Study 2 showed that the students who checked the veracity of information about COVID-19 had better results in the assessment of knowledge of the scientific method (M=66.4) and were more able to identify and reject pseudoscientific claims (57.4) compared to the results achieved by the group that claimed not to check the veracity of the information sources, both in the assessment of knowledge of the scientific method (M=58.1) and in the rejection of pseudoscientific beliefs (M=53.8). Moreover, the students who reported practicing social distancing also had better average results regarding rejection of pseudoscience (M=57.2) and greater knowledge of the scientific method (M=65.7) than those who said that they did not respect social distancing (M= 51.8; M=56.5, respectively). Although the scientific knowledge of students apparently tends to increase during university education, there is still a great spread of pseudoscientific beliefs in this environment. |
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Entre ciência e pseudociência : análise do pensamento científico em estudantes universitáriosCiênciaPseudociênciaEstudantes universitáriosLetramento científicoCNPQ::CIENCIAS HUMANAS::PSICOLOGIASciencePseudoscienceUniversity studentsScience literacyScience is a fundamental engine for driving knowledge and social progress construction. However, despite the growing prestige of science, pseudoscientific beliefs continue to be widespread and accepted. It was found that university students, for example, have high levels of pseudoscientific beliefs, although the role of universities is to produce and disseminate scientific knowledge. Therefore, it is necessary to understand the mechanisms that contribute to the propagation and acceptance of pseudoscience among those who have access to scientific method and scientific knowledge. Hence, two studies were carried out with 4,477 students from universities in 26 states in Brazil. Study 1 aimed to investigate pseudoscientific beliefs and science literacy in university students using two instruments, as follows: one instrument aimed to analyze pseudoscientific beliefs and the other, knowledge of the scientific method. Study 2 aimed to assess whether students' science literacy, as well as their beliefs in pseudosciences, are related to reports of preventive measures adopted by students during the COVID-19 pandemic. In the referred study, in addition to the two instruments used in Study 1, questions were added so that students could report which protective measures they adhered to during the pandemic period. Study 1 showed that the students obtained better results in the instrument that assessed knowledge of the scientific method (M=64.8) than in the instrument that assessed belief in pseudoscience (M=56.7). Thus, the students had high levels of pseudoscientific beliefs, contributing to the hypothesis raised by the literature that graduation, in traditional ways, may not significantly contribute to the reduction of these beliefs, despite providing knowledge about the scientific method. On the other hand, Study 2 showed that the students who checked the veracity of information about COVID-19 had better results in the assessment of knowledge of the scientific method (M=66.4) and were more able to identify and reject pseudoscientific claims (57.4) compared to the results achieved by the group that claimed not to check the veracity of the information sources, both in the assessment of knowledge of the scientific method (M=58.1) and in the rejection of pseudoscientific beliefs (M=53.8). Moreover, the students who reported practicing social distancing also had better average results regarding rejection of pseudoscience (M=57.2) and greater knowledge of the scientific method (M=65.7) than those who said that they did not respect social distancing (M= 51.8; M=56.5, respectively). Although the scientific knowledge of students apparently tends to increase during university education, there is still a great spread of pseudoscientific beliefs in this environment.A ciência destaca-se como engrenagem fundamental para a construção do conhecimento e do progresso social. Entretanto, apesar de seu crescente prestígio, crenças pseudocientíficas continuam sendo difundidas e aceitas. Verifica-se, por exemplo, que estudantes universitários demonstram um nível significativo de crenças em pseudociências, ainda que a Universidade seja um local de produção e disseminação científica. Com isso, faz-se necessário compreender os mecanismos que contribuem para que a pseudociência ainda seja propagada e aceita entre aqueles que têm acesso ao método e ao conhecimento científicos. Para isso, realizaram-se dois estudos, com 4477 estudantes de universidades dos 26 estados do Brasil. O Estudo 1 objetivou averiguar crenças pseudocientíficas e o letramento científico em estudantes universitários, e para isso contou com dois instrumentos: um visou analisar as crenças em pseudociência e outro avaliou o conhecimento do método científico. Já o Estudo 2 objetivou avaliar se o letramento científico dos estudantes e suas crenças em pseudociências estão relacionados aos relatos das medidas de prevenção adotadas por eles durante a pandemia de COVID-19. Para tanto, além dos dois instrumentos utilizados no Estudo 1, nesse também foram acrescentadas perguntas para que os estudantes relatassem quais medidas de proteção aderiram em período pandêmico. O Estudo 1 evidenciou que eles obtiveram resultados melhores no instrumento que avaliou o conhecimento do método científico (M=64,8) do que no instrumento que avaliou crença em pseudociência (M=56,7). Constatou-se, dessa forma, que os estudantes apresentaram elevados níveis de crenças pseudocientíficas, contribuindo com a hipótese levantada pela literatura de que a graduação, nos moldes tradicionais, pode não contribuir significativamente para a diminuição dessas crenças, apesar de fornecer conhecimento sobre o método científico. O Estudo 2, por sua vez, demonstrou que os estudantes que checavam a veracidade das informações sobre COVID-19 apresentaram resultados melhores na avaliação de conhecimento do método científico (M=66,4) e demonstraram ser mais capazes de identificar e rejeitar afirmações pseudocientíficas (57,4) quando comparados aos resultados alcançados pelo grupo que afirmou não checar a veracidade das fontes de informação, tanto na avaliação de conhecimento do método científico (M=58,1) quanto na rejeição de crenças pseudocientíficas (M=53,8). Além disso, os estudantes que declararam praticar distanciamento social também obtiveram melhores resultados médios em rejeitar pseudociência (M=57,2) e mais conhecimento do método científico (M=65,7) do que aqueles que declararam não respeitar o distanciamento (M=51,8; M=56,5, respectivamente). Contudo, conclui-se que apesar do conhecimento científico aparentemente melhorar com o decorrer da formação universitária, percebeu-se que ainda há grande disseminação de crenças pseudocientíficas nesse meio. Além disso, pode-se atestar que o aprimoramento do conhecimento científico e a diminuição de crenças pseudocientíficas podem auxiliar na adesão de medidas preventivas em situações de emergência, como na pandemia de COVID-19.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em PsicologiaRocca, Julia Zanettihttp://lattes.cnpq.br/7678523240628345Rocca, Julia Zanetti293.017.768-39http://lattes.cnpq.br/7678523240628345Brito, Thiago Marques de308.336.468-77http://lattes.cnpq.br/0632959611510299293.017.768-39Taschner, Natalia Pasternak270.353.408-66http://lattes.cnpq.br/2971054847583007Bacchi, André Demambre364.362.978-80http://lattes.cnpq.br/6104069931206865Garcia, Paula Fernanda Martins2023-02-07T17:18:45Z2021-07-072023-02-07T17:18:45Z2021-04-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisGARCIA, Paula Fernanda Martins. Entre ciência e pseudociência: análise do pensamento científico em estudantes universitários. 2021. 64 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/3775porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-03-03T07:01:19Zoai:localhost:1/3775Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-03-03T07:01:19Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários |
title |
Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários |
spellingShingle |
Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários Garcia, Paula Fernanda Martins Ciência Pseudociência Estudantes universitários Letramento científico CNPQ::CIENCIAS HUMANAS::PSICOLOGIA Science Pseudoscience University students Science literacy |
title_short |
Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários |
title_full |
Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários |
title_fullStr |
Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários |
title_full_unstemmed |
Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários |
title_sort |
Entre ciência e pseudociência : análise do pensamento científico em estudantes universitários |
author |
Garcia, Paula Fernanda Martins |
author_facet |
Garcia, Paula Fernanda Martins |
author_role |
author |
dc.contributor.none.fl_str_mv |
Rocca, Julia Zanetti http://lattes.cnpq.br/7678523240628345 Rocca, Julia Zanetti 293.017.768-39 http://lattes.cnpq.br/7678523240628345 Brito, Thiago Marques de 308.336.468-77 http://lattes.cnpq.br/0632959611510299 293.017.768-39 Taschner, Natalia Pasternak 270.353.408-66 http://lattes.cnpq.br/2971054847583007 Bacchi, André Demambre 364.362.978-80 http://lattes.cnpq.br/6104069931206865 |
dc.contributor.author.fl_str_mv |
Garcia, Paula Fernanda Martins |
dc.subject.por.fl_str_mv |
Ciência Pseudociência Estudantes universitários Letramento científico CNPQ::CIENCIAS HUMANAS::PSICOLOGIA Science Pseudoscience University students Science literacy |
topic |
Ciência Pseudociência Estudantes universitários Letramento científico CNPQ::CIENCIAS HUMANAS::PSICOLOGIA Science Pseudoscience University students Science literacy |
description |
Science is a fundamental engine for driving knowledge and social progress construction. However, despite the growing prestige of science, pseudoscientific beliefs continue to be widespread and accepted. It was found that university students, for example, have high levels of pseudoscientific beliefs, although the role of universities is to produce and disseminate scientific knowledge. Therefore, it is necessary to understand the mechanisms that contribute to the propagation and acceptance of pseudoscience among those who have access to scientific method and scientific knowledge. Hence, two studies were carried out with 4,477 students from universities in 26 states in Brazil. Study 1 aimed to investigate pseudoscientific beliefs and science literacy in university students using two instruments, as follows: one instrument aimed to analyze pseudoscientific beliefs and the other, knowledge of the scientific method. Study 2 aimed to assess whether students' science literacy, as well as their beliefs in pseudosciences, are related to reports of preventive measures adopted by students during the COVID-19 pandemic. In the referred study, in addition to the two instruments used in Study 1, questions were added so that students could report which protective measures they adhered to during the pandemic period. Study 1 showed that the students obtained better results in the instrument that assessed knowledge of the scientific method (M=64.8) than in the instrument that assessed belief in pseudoscience (M=56.7). Thus, the students had high levels of pseudoscientific beliefs, contributing to the hypothesis raised by the literature that graduation, in traditional ways, may not significantly contribute to the reduction of these beliefs, despite providing knowledge about the scientific method. On the other hand, Study 2 showed that the students who checked the veracity of information about COVID-19 had better results in the assessment of knowledge of the scientific method (M=66.4) and were more able to identify and reject pseudoscientific claims (57.4) compared to the results achieved by the group that claimed not to check the veracity of the information sources, both in the assessment of knowledge of the scientific method (M=58.1) and in the rejection of pseudoscientific beliefs (M=53.8). Moreover, the students who reported practicing social distancing also had better average results regarding rejection of pseudoscience (M=57.2) and greater knowledge of the scientific method (M=65.7) than those who said that they did not respect social distancing (M= 51.8; M=56.5, respectively). Although the scientific knowledge of students apparently tends to increase during university education, there is still a great spread of pseudoscientific beliefs in this environment. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-07 2021-04-14 2023-02-07T17:18:45Z 2023-02-07T17:18:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
GARCIA, Paula Fernanda Martins. Entre ciência e pseudociência: análise do pensamento científico em estudantes universitários. 2021. 64 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/3775 |
identifier_str_mv |
GARCIA, Paula Fernanda Martins. Entre ciência e pseudociência: análise do pensamento científico em estudantes universitários. 2021. 64 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. |
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http://ri.ufmt.br/handle/1/3775 |
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por |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Psicologia |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Psicologia |
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