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Clubes de ciências: o que pensam os professores coordenadores sobre ciência, natureza da ciência e iniciação científica numa rede municipal de ensino.
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- Author(s): Longhi, Adriana1 ; Schroeder, Edson1
- Source:
Revista Electrónica de Enseñanza de las Ciencias. 2012, Vol. 11 Issue 3, p547-564. 18p. 1 Chart. - Source:
- Additional Information
- Alternate Title: Science clubs: what coordinator teachers think about science, nature of science and scientific initiation in municipal schools.
- Subject Terms:
- Subject Terms:
- Abstract: We present the results of an investigation in order to analyze the conceptions of seven teacher coordinators of science clubs in the city of Blumenau (Santa Catarina) when it comes to science, nature of science and science studies. In addition, we also seek to identify reasons for the existence of the Club and to analyze activities regarded as scientific initiation. For data collection, we used semi-structured interviews and the technique of complement. For analysis, we defined four units: science, nature of science, scientific initiation and reasons for the existence of a science club. In general, we found out that the teachers present important aspects that characterize science and its nature, such as questioning, valuing for example, registration and the dissemination of results. However, some of them still seem to have a partial understanding of science, not explaining important aspects such as its historical and situational nature, as being collective and not neutral. We realize that they present notions of "doing science", yet still having problems to effectively coordinate it in clubs dealing with the process of scientific initiation. [ABSTRACT FROM AUTHOR]
- Abstract: Apresentamos os resultados de uma investigação com o objetivo de analisar as concepções de sete professores coordenadores dos Clubes de Ciências no município de Blumenau (Santa Catarina) sobre ciência, natureza da ciência e iniciação científica. Além disso, também procuramos identificar razões para a existência do Clube e analisar atividades consideradas como iniciação científica. Para a coleta de dados, utilizamos entrevistas semiestruturadas e a técnica de complemento. Para as análises, definimos quatro unidades: ciência, natureza da ciência, iniciação científica e razões para a existência de um Clube de Ciências. De maneira geral, constatamos que os professores apresentam aspectos importantes que caracterizam a ciência e sua natureza, como o questionamento, valorizando, por exemplo, os registros e a divulgação dos resultados. Entretanto, alguns ainda parecem ter um entendimento parcial de ciência, não explicitando aspectos importantes, como a sua natureza histórica e situada, coletiva e não neutra. Percebemos que eles apresentam noções sobre o "fazer ciência", no entanto ainda encontram dificuldades em efetivar, nos Clubes que coordenam, um processo de iniciação científica. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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