A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/24509 |
Resumo: | Research on science teaching has shown a growing lack of youngsters’ interest in scientific subjects throughout school education. In addition, young adults have been less interested in pursuing careers or academic studies in scientific areas. This loss of interest is concerning since scientific knowledge is important for school education, and the economic and social development is increasingly associated with scientific and technological advances. Among other relevant studies in this area in Brazil, research associated to the ROSE project (The Relevance of Science Education) seeks to listen to the student's perspective in relation to their interests in and attitudes towards science and technology. Young Brazilians consider school science important, but it is not among their favorite subjects. This creates a paradox between absolute preference and relative preference. We sought to investigate how young Brazilians are distributed in relation to the paradox preference for the Science discipline and how the interest in learning topics in science and technology, extracurricular activities, and the learners’ opinion on their science classes help understand this paradox. Regarding the preference for scientific subjects, the youngsters are divided into four groups: Specific Priority (30.6%) presents high relative and absolute preference. This group tends to show positive attitude towards and interest in science and technology; Other Priority (45.15%) presents high absolute interest and low relative interest. Their interests and attitudes are dispersed in this area, with their interest focused more on the health area; Poor priority (20.26%) presents low absolute and relative preference for the subject. This group tends to have negative attitude towards and interest in this area; Not-positive priority (3.98%) has high relative interest and low absolute interest in sciences. Knowing how young people behave in relation to sciences is important since it may help schoolteachers create pedagogical strategies for teaching. Moreover, it is essential for curriculum reform in basic and higher education fostered by the National Common Curricular Base (BNCC), which impacts different levels of education, especially high school and its training itineraries. |
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A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativoYoung brazilians’ preference for science discipline: absolute interest x relative interestPreferência pelas ciênciasCiência escolarROSEAvaliação em larga escalaEnsinoPreference for scienceSchool scienceLarge-scale assessmentTeachingCNPQ::OUTROS::CIENCIASResearch on science teaching has shown a growing lack of youngsters’ interest in scientific subjects throughout school education. In addition, young adults have been less interested in pursuing careers or academic studies in scientific areas. This loss of interest is concerning since scientific knowledge is important for school education, and the economic and social development is increasingly associated with scientific and technological advances. Among other relevant studies in this area in Brazil, research associated to the ROSE project (The Relevance of Science Education) seeks to listen to the student's perspective in relation to their interests in and attitudes towards science and technology. Young Brazilians consider school science important, but it is not among their favorite subjects. This creates a paradox between absolute preference and relative preference. We sought to investigate how young Brazilians are distributed in relation to the paradox preference for the Science discipline and how the interest in learning topics in science and technology, extracurricular activities, and the learners’ opinion on their science classes help understand this paradox. Regarding the preference for scientific subjects, the youngsters are divided into four groups: Specific Priority (30.6%) presents high relative and absolute preference. This group tends to show positive attitude towards and interest in science and technology; Other Priority (45.15%) presents high absolute interest and low relative interest. Their interests and attitudes are dispersed in this area, with their interest focused more on the health area; Poor priority (20.26%) presents low absolute and relative preference for the subject. This group tends to have negative attitude towards and interest in this area; Not-positive priority (3.98%) has high relative interest and low absolute interest in sciences. Knowing how young people behave in relation to sciences is important since it may help schoolteachers create pedagogical strategies for teaching. Moreover, it is essential for curriculum reform in basic and higher education fostered by the National Common Curricular Base (BNCC), which impacts different levels of education, especially high school and its training itineraries.As pesquisas em ensino de ciências têm demonstrado um crescente desinteresse dos jovens pelas disciplinas científicas ao longo da escolarização. Além disso, o interesse por seguir carreiras ou prosseguir estudos acadêmicos nas áreas científicas também diminuiu entre os jovens. Essa perda de interesse na área torna-se preocupante, uma vez que o conhecimento científico é importante para a formação escolar ligado ao fato de o desenvolvimento econômico e social estar, cada vez mais, associado aos avanços científicos e tecnológicos. O Brasil conta com pesquisas relevantes nesta área destacando-se, dentre elas, aquelas oriundas do projeto ROSE (The Relevance of Science Education), que buscam escutar a voz do estudante em relação aos seus interesses e atitudes frente à ciência e tecnologia. Os jovens brasileiros consideram a disciplina Ciências importante, porém ela não figura entre suas favoritas, formando-se assim um paradoxo entre preferência absoluta e preferência relativa. Baseado nesse contexto buscamos investigar como os jovens brasileiros se distribuem frente ao paradoxo preferência pela disciplina Ciências e de que maneira o interesse em aprender tópicos em ciência e tecnologia, as atividades extraescolares e a opinião dos jovens sobre suas aulas de ciências auxiliam a entender esse paradoxo. Em relação a preferência pelas disciplinas científicas os jovens estão divididos em quatro grupos: Prioridade Específica (30,6%), alta preferência relativa e absoluta, esse grupo possui tendência a apresentar atitudes e interesses positivos pela área da ciência e tecnologia; Outras Prioridades (45,15%), alto interesse absoluto e baixo interesse relativo, seus interesses e atitudes encontram-se dispersos nessa área, sendo o seu interesse voltado mais para a área da saúde; Baixa prioridades (20,26%), possui baixa preferência absoluta e relativa pela disciplina, tendem a apresentar atitudes e interesses negativos pela área; Prioridade não específica (3,98%) possui alto interesse relativo e baixo interesse absoluto pela disciplina Ciências. Conhecer como os jovens se comportam frente à disciplina Ciências é importante, pois pode subsidiar professores em sala de aula para criar estratégias de ensino. Torna-se importante também em um contexto de reforma curricular na educação básica e superior desencadeada pela Base Nacional Comum Curricular (BNCC), que impacta diferentes níveis de ensino, em especial o ensino médio e seus itinerários formativos.Universidade Federal de Santa MariaBrasilEducação em CiênciasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasTolentino Neto, Luiz Caldeira Brant dehttp://lattes.cnpq.br/5626168979329885Ocampo, Daniel MorinGouw, Ana Maria dos SantosSilva, Cirlande Cabral daCarlan, Francele de AbreuCanto-Dorow, Thaís Scotti doTonin, Kauana Gehrke2022-05-26T15:35:12Z2022-05-26T15:35:12Z2022-03-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/24509porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-05-26T15:35:12Zoai:repositorio.ufsm.br:1/24509Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-05-26T15:35:12Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo Young brazilians’ preference for science discipline: absolute interest x relative interest |
title |
A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo |
spellingShingle |
A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo Tonin, Kauana Gehrke Preferência pelas ciências Ciência escolar ROSE Avaliação em larga escala Ensino Preference for science School science Large-scale assessment Teaching CNPQ::OUTROS::CIENCIAS |
title_short |
A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo |
title_full |
A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo |
title_fullStr |
A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo |
title_full_unstemmed |
A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo |
title_sort |
A preferência dos jovens brasileiros pela disciplina ciências: interesse absoluto x interesse relativo |
author |
Tonin, Kauana Gehrke |
author_facet |
Tonin, Kauana Gehrke |
author_role |
author |
dc.contributor.none.fl_str_mv |
Tolentino Neto, Luiz Caldeira Brant de http://lattes.cnpq.br/5626168979329885 Ocampo, Daniel Morin Gouw, Ana Maria dos Santos Silva, Cirlande Cabral da Carlan, Francele de Abreu Canto-Dorow, Thaís Scotti do |
dc.contributor.author.fl_str_mv |
Tonin, Kauana Gehrke |
dc.subject.por.fl_str_mv |
Preferência pelas ciências Ciência escolar ROSE Avaliação em larga escala Ensino Preference for science School science Large-scale assessment Teaching CNPQ::OUTROS::CIENCIAS |
topic |
Preferência pelas ciências Ciência escolar ROSE Avaliação em larga escala Ensino Preference for science School science Large-scale assessment Teaching CNPQ::OUTROS::CIENCIAS |
description |
Research on science teaching has shown a growing lack of youngsters’ interest in scientific subjects throughout school education. In addition, young adults have been less interested in pursuing careers or academic studies in scientific areas. This loss of interest is concerning since scientific knowledge is important for school education, and the economic and social development is increasingly associated with scientific and technological advances. Among other relevant studies in this area in Brazil, research associated to the ROSE project (The Relevance of Science Education) seeks to listen to the student's perspective in relation to their interests in and attitudes towards science and technology. Young Brazilians consider school science important, but it is not among their favorite subjects. This creates a paradox between absolute preference and relative preference. We sought to investigate how young Brazilians are distributed in relation to the paradox preference for the Science discipline and how the interest in learning topics in science and technology, extracurricular activities, and the learners’ opinion on their science classes help understand this paradox. Regarding the preference for scientific subjects, the youngsters are divided into four groups: Specific Priority (30.6%) presents high relative and absolute preference. This group tends to show positive attitude towards and interest in science and technology; Other Priority (45.15%) presents high absolute interest and low relative interest. Their interests and attitudes are dispersed in this area, with their interest focused more on the health area; Poor priority (20.26%) presents low absolute and relative preference for the subject. This group tends to have negative attitude towards and interest in this area; Not-positive priority (3.98%) has high relative interest and low absolute interest in sciences. Knowing how young people behave in relation to sciences is important since it may help schoolteachers create pedagogical strategies for teaching. Moreover, it is essential for curriculum reform in basic and higher education fostered by the National Common Curricular Base (BNCC), which impacts different levels of education, especially high school and its training itineraries. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-26T15:35:12Z 2022-05-26T15:35:12Z 2022-03-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/24509 |
url |
http://repositorio.ufsm.br/handle/1/24509 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
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UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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