Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement

Detalhes bibliográficos
Autor(a) principal: Deconto, Diomar Caríssimo Selli
Data de Publicação: 2019
Outros Autores: Cavalcanti, Cláudio José de Holanda, Ostermann, Fernanda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/8392
Resumo: In this paper we aimed to study the construction process on comprehension about science by undergraduate students from a physics teachers’ education program, in the light of the STS perspective. Founded on a concept of scientific rationality, which represents a way of looking at science without detaching it from the context of STS relations, and assuming Bakhtin's thought as theoretical-methodological reference, once the discourse established among students along the course that served as research context was the focus of the analysis. The bakhtinian analysis was carried out articulated with a Simple Correspondence Analysis, in a mixed method framework. Through the analysis we were able to identify advances in students' comprehension about science compared to the beginning of the course and, mainly, understand aspects that shaped these students' conceptions, such as the influence of the teachers' trainer and the didactic manual.
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spelling Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movementNíveis de racionalidade científica compartilhados por futuros professores de física no contexto de uma disciplina sobre o movimento CTS1.05.00.00-6 (Ensino de Física)Movimento CTS; Formação de professores de Física; Bakhtin.STS; Training of physics teachers; BakhtinIn this paper we aimed to study the construction process on comprehension about science by undergraduate students from a physics teachers’ education program, in the light of the STS perspective. Founded on a concept of scientific rationality, which represents a way of looking at science without detaching it from the context of STS relations, and assuming Bakhtin's thought as theoretical-methodological reference, once the discourse established among students along the course that served as research context was the focus of the analysis. The bakhtinian analysis was carried out articulated with a Simple Correspondence Analysis, in a mixed method framework. Through the analysis we were able to identify advances in students' comprehension about science compared to the beginning of the course and, mainly, understand aspects that shaped these students' conceptions, such as the influence of the teachers' trainer and the didactic manual.Este trabalho tem por objetivo estudar o processo de construção de compreensões sobre ciência, no âmbito de discussões sobre a perspectiva CTS, de estudantes de um curso de Licenciatura em Física. Parte-se do conceito de racionalidade científica, que representa uma dimensão da natureza  da ciência e permite vinculá-la ao contexto das relações CTS, e assume-se como referencial teórico-metodológico as ideias do pensamento bakhtiniano, uma vez que o discurso instaurado entre os estudantes ao longo de uma disciplina que serviu de contexto de investigação será o foco da análise. A análise bakhtiniana foi articulada com uma Análise de Correspondência Simples, em uma perspectiva de método misto. Pela análise desenvolvida foi possível identificar avanços na compreensão sobre ciência dos estudantes com relação ao início da disciplina e, principalmente, compreender aspectos que moldam as concepções destes estudantes, como a influência dos professores formadores e do manual didático.Universidade Tecnológica Federal do Paraná (UTFPR)IFRSDeconto, Diomar Caríssimo SelliCavalcanti, Cláudio José de HolandaOstermann, Fernanda2019-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/839210.3895/rbect.v12n3.8392Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 3 (2019)1982-873X10.3895/rbect.v12n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/8392/pdfDireitos autorais 2019 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-09-29T18:40:48Zoai:periodicos.utfpr:article/8392Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2022-09-29T18:40:48Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement
Níveis de racionalidade científica compartilhados por futuros professores de física no contexto de uma disciplina sobre o movimento CTS
title Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement
spellingShingle Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement
Deconto, Diomar Caríssimo Selli
1.05.00.00-6 (Ensino de Física)
Movimento CTS; Formação de professores de Física; Bakhtin.
STS; Training of physics teachers; Bakhtin
title_short Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement
title_full Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement
title_fullStr Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement
title_full_unstemmed Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement
title_sort Scientific rationality levels shared by future teachers in physics at the context of a discipline about the STS movement
author Deconto, Diomar Caríssimo Selli
author_facet Deconto, Diomar Caríssimo Selli
Cavalcanti, Cláudio José de Holanda
Ostermann, Fernanda
author_role author
author2 Cavalcanti, Cláudio José de Holanda
Ostermann, Fernanda
author2_role author
author
dc.contributor.none.fl_str_mv
IFRS
dc.contributor.author.fl_str_mv Deconto, Diomar Caríssimo Selli
Cavalcanti, Cláudio José de Holanda
Ostermann, Fernanda
dc.subject.por.fl_str_mv 1.05.00.00-6 (Ensino de Física)
Movimento CTS; Formação de professores de Física; Bakhtin.
STS; Training of physics teachers; Bakhtin
topic 1.05.00.00-6 (Ensino de Física)
Movimento CTS; Formação de professores de Física; Bakhtin.
STS; Training of physics teachers; Bakhtin
description In this paper we aimed to study the construction process on comprehension about science by undergraduate students from a physics teachers’ education program, in the light of the STS perspective. Founded on a concept of scientific rationality, which represents a way of looking at science without detaching it from the context of STS relations, and assuming Bakhtin's thought as theoretical-methodological reference, once the discourse established among students along the course that served as research context was the focus of the analysis. The bakhtinian analysis was carried out articulated with a Simple Correspondence Analysis, in a mixed method framework. Through the analysis we were able to identify advances in students' comprehension about science compared to the beginning of the course and, mainly, understand aspects that shaped these students' conceptions, such as the influence of the teachers' trainer and the didactic manual.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-13
dc.type.none.fl_str_mv

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.utfpr.edu.br/rbect/article/view/8392
10.3895/rbect.v12n3.8392
url https://periodicos.utfpr.edu.br/rbect/article/view/8392
identifier_str_mv 10.3895/rbect.v12n3.8392
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/8392/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2019 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2019 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 3 (2019)
1982-873X
10.3895/rbect.v12n3
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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