UM LEVANTAMENTO EM LARGA ESCALA DAS CONCEPÇÕES DE NATUREZA DA CIÊNCIA DE GRADUANDOS DE BIOLOGIA BRASILEIROS E OS POSSÍVEIS ELEMENTOS FORMATIVOS ASSOCIADOS
A LARGE-SCALE SURVEY ON NATURE OF SCIENCE CONCEPTIONS OF THE BRAZILIAN BIOLOGY UNDERGRADUATES AND THE POTENTIALLY ASSOCIATED EDUCATION FACTORS
DOI:
https://doi.org/10.1590/1983-21172017190121%20Palavras-chave:
Concepções de natureza da ciência; Formação de cientistas; Formação de professores.Resumo
Descrevemos resultados da investigação de concepções de natureza da ciência (NdC) de graduandos de Biologia. Testamos estatisticamente quatro fatores potencialmente associados às concepções desse público: momento da formação, modalidades de graduação, contato com temas metacientíficos e participação em iniciação científica. Contribuíram com o levantamento 691 estudantes, de 14 universidades brasileiras, os quais responderam a um questionário contextualizado cujo tema é a pesquisa em Ecologia. Nossos resultados sugerem que as concepções não variam entre os diferentes momentos da formação, com o contato com temas metacientíficos e com a participação em uma iniciação científica. Entretanto, os graduandos que cursavam apenas a licenciatura apresentaram concepções de NdC menos informadas em comparação com os outros dois grupos (um formado só por bacharelandos e outro por bacharelandos e licenciandos). Dentre 11 aspectos de NdC investigados, os estudantes apresentaram concepções menos informadas naqueles relacionados à instrumentação e às práticas experimentais. Discutimos algumas das implicações associadas ao panorama apresentado.
The results of a study on conceptions of the nature of science (NOS) among Biology undergraduate students are presented here. Four factors potentially associated with the conceptions of this public were statistically tested: educational stage, course type (for pre-service biology teachers or biologists-in-training), contact with meta-scientific themes, and participation in science initiation. The participants were 691 students from 14 Brazilian universities, who answered a contextualized questionnaire about research in Ecology. There was no variation in conceptions between the different educational stages neither from contact with meta-scientific themes, nor participation in scientific initiation. Nonetheless, undergraduates attending only teacher-training courses presented less-informed NOS conceptions when compared with two other groups, one formed only by biologists-in-training and the other by a combination of biologists-in-training and teaching-training students. Among the 11 aspects of NOS investigated, the students presented less-informed conceptions about those addressing instrumentation and experimental practices. The discussion was directed to certain implications associated with the scenario presented.
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