The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life

Detalhes bibliográficos
Autor(a) principal: Nascimento, Núbia Costa
Data de Publicação: 2019
Outros Autores: Almeida , Rosiléia Oliveira de, Pena, Fábio Luís Alves
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/52073
Resumo: Teaching science involves obstacles, and when the subject raises conflicts, the challenge is even greater. This research aimed to identify which are the main obstacles in the learning of a subject that generates conflict between science and religion: the origin of the life. The participants in this study were 141 students of 3rd year of High Scholl from IFBA of Simões Filho. The students elaborated two conceptual maps, that were analyzed using a qualitative approach. Six obstacles have been identified: 1. difference between scientific and religious  background knowledge, 2. dissemination of erroneous scientific information in the media, 3. confusions on the meaning of theory and law, 4. mistaken previous knowledge, 5. rejection of scientific theories due to religious reasons and 6. scientistic posture of teachers during classes. The scientific knowledge can contribute to a critical thinking, but it is essential to respect the socio-cultural diversity, as well as their application contexts, only then we will build an ever more equal and just society.
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spelling The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of lifeO uso de mapas conceituais na identificação de obstáculos à aprendizagem de um tema que gera conflito entre ciência e crença: a origem da vidaCiênciaReligiãoMapa conceitualAprendizagemOrigem da vidaScienceReligionConceitual mapLearningOrigin of lifeTeaching science involves obstacles, and when the subject raises conflicts, the challenge is even greater. This research aimed to identify which are the main obstacles in the learning of a subject that generates conflict between science and religion: the origin of the life. The participants in this study were 141 students of 3rd year of High Scholl from IFBA of Simões Filho. The students elaborated two conceptual maps, that were analyzed using a qualitative approach. Six obstacles have been identified: 1. difference between scientific and religious  background knowledge, 2. dissemination of erroneous scientific information in the media, 3. confusions on the meaning of theory and law, 4. mistaken previous knowledge, 5. rejection of scientific theories due to religious reasons and 6. scientistic posture of teachers during classes. The scientific knowledge can contribute to a critical thinking, but it is essential to respect the socio-cultural diversity, as well as their application contexts, only then we will build an ever more equal and just society.Ensinar ciências envolve obstáculos, sendo que, quando o tema suscita conflitos, o desafio é ainda maior. Esta pesquisa objetivou identificar quais são os principais obstáculos no aprendizado de um tema que gera conflito entre ciência e religião: a origem da vida. Os participantes da pesquisa foram 141 estudantes do IFBA de Simões Filho, que cursavam o 3º ano do Ensino Médio. Os alunos elaboraram dois mapas conceituais, que foram analisados qualitativamente. Foram identificados seis obstáculos: 1 – diferença entre a bagagem de conhecimento científico e religioso, 2 – divulgação de informações científicas erradas em meios de comunicação, 3 – confusões sobre o significado de teoria e lei, 4 – conhecimentos prévios equivocados, 5 – rejeição das teorias científicas por razões religiosas e 6 – postura cientificista de professores durante as aulas. O conhecimento científico pode contribuir para um pensar crítico, mas é essencial respeitar a diversidade sociocultural, como também seus contextos de aplicação, para assim se construir uma sociedade cada vez mais igualitária e justa.Universidade Federal de Uberlândia2019-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/5207310.14393/ER-v26nEa2019-12Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1217-1237Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1217-1237Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1217-12371983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/52073/27663Nascimento, Núbia Costa Almeida , Rosiléia Oliveira de Pena, Fábio Luís Alves info:eu-repo/semantics/openAccess2019-12-18T17:43:49Zoai:ojs.www.seer.ufu.br:article/52073Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-12-18T17:43:49Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life
O uso de mapas conceituais na identificação de obstáculos à aprendizagem de um tema que gera conflito entre ciência e crença: a origem da vida
title The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life
spellingShingle The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life
Nascimento, Núbia Costa
Ciência
Religião
Mapa conceitual
Aprendizagem
Origem da vida
Science
Religion
Conceitual map
Learning
Origin of life
title_short The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life
title_full The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life
title_fullStr The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life
title_full_unstemmed The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life
title_sort The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life
author Nascimento, Núbia Costa
author_facet Nascimento, Núbia Costa
Almeida , Rosiléia Oliveira de
Pena, Fábio Luís Alves
author_role author
author2 Almeida , Rosiléia Oliveira de
Pena, Fábio Luís Alves
author2_role author
author
dc.contributor.author.fl_str_mv Nascimento, Núbia Costa
Almeida , Rosiléia Oliveira de
Pena, Fábio Luís Alves
dc.subject.por.fl_str_mv Ciência
Religião
Mapa conceitual
Aprendizagem
Origem da vida
Science
Religion
Conceitual map
Learning
Origin of life
topic Ciência
Religião
Mapa conceitual
Aprendizagem
Origem da vida
Science
Religion
Conceitual map
Learning
Origin of life
description Teaching science involves obstacles, and when the subject raises conflicts, the challenge is even greater. This research aimed to identify which are the main obstacles in the learning of a subject that generates conflict between science and religion: the origin of the life. The participants in this study were 141 students of 3rd year of High Scholl from IFBA of Simões Filho. The students elaborated two conceptual maps, that were analyzed using a qualitative approach. Six obstacles have been identified: 1. difference between scientific and religious  background knowledge, 2. dissemination of erroneous scientific information in the media, 3. confusions on the meaning of theory and law, 4. mistaken previous knowledge, 5. rejection of scientific theories due to religious reasons and 6. scientistic posture of teachers during classes. The scientific knowledge can contribute to a critical thinking, but it is essential to respect the socio-cultural diversity, as well as their application contexts, only then we will build an ever more equal and just society.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-18
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://seer.ufu.br/index.php/emrevista/article/view/52073
10.14393/ER-v26nEa2019-12
url https://seer.ufu.br/index.php/emrevista/article/view/52073
identifier_str_mv 10.14393/ER-v26nEa2019-12
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/52073/27663
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1217-1237
Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1217-1237
Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1217-1237
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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