<p>Avsikten med detta examensarbete är att få en uppfattning om hur elevers läsvanor på fritiden påverkar deras betyg, naturvetenskapliga begreppsförståelse och språkbehandling. En grupp om 75 elever i år 8 fick skriftligt redogöra för sina läsvanor och förmodade höstterminsbetyg i svenska samt i de naturvetenskapliga ämnena. De ombads även förklara några vetenskapliga begrepp och sätta de naturvetenskapliga ämnenas svårighetsgrad i förhållande till övriga ämnen i skolan samt gradera sitt intresse för de olika naturvetenskapliga ämnena.</p><p>Undersökningen visar en varierande kvalitet beträffande elevernas skriftspråk utan egentlig koppling till läsvanor. En majoritet har svårt att förklara de angivna begreppen ens ur vardaglig synvinkel. De elever som inte läser alls eller endast seriemagasin har dock till övervägande delen svaga prestationer i undersökningen och låga betyg, medan kopplingen är tydlig mellan goda läsvanor och höga betyg. I fråga om begreppsförståelse och språkbehandling tycks det inte spela så stor roll om eleven läser ofta eller ibland. Den tyngst vägande förutsättningen verkar istället vara intresse.</p> / <p>The purpose of this diploma work is to investigate how leisure time reading habits of students affect their grades, understanding of concepts of science and language handling. A group of 75 pupils in the 8th grade gave written answers to questions about their reading habits and presumed autumn grades in the subjects Swedish and Science. They were also asked to explain some scientific concepts, compare the difficulty level of science to that of other school subjects and rate their interest in science</p><p>The survey shows a variation in writing skills that has no actual connection to reading habits. The majority fails to explain the given concepts even from an everyday point of view. Students who don’t read at all or only read comic books achieves poor results in the survey as well as low grades and students who read every day achieves high grades. In the matter of understanding of concepts of science and language handling it doesn’t seem to matter whether a student is reading every day or more seldom. It appears that the most important factor in this case is the student’s interest in science.</p>

Avsikten med detta examensarbete är att få en uppfattning om hur elevers läsvanor på fritiden påverkar deras betyg, naturvetenskapliga begreppsförståelse och språkbehandling. En grupp om 75 elever i år 8 fick skriftligt redogöra för sina läsvanor och förmodade höstterminsbetyg i svenska samt i de naturvetenskapliga ämnena. De ombads även förklara några vetenskapliga begrepp och sätta de naturvetenskapliga ämnenas svårighetsgrad i förhållande till övriga ämnen i skolan samt gradera sitt intresse för de olika naturvetenskapliga ämnena. Undersökningen visar en varierande kvalitet beträffande elevernas skriftspråk utan egentlig koppling till läsvanor. En majoritet har svårt att förklara de angivna begreppen ens ur vardaglig synvinkel. De elever som inte läser alls eller endast seriemagasin har dock till övervägande delen svaga prestationer i undersökningen och låga betyg, medan kopplingen är tydlig mellan goda läsvanor och höga betyg. I fråga om begreppsförståelse och språkbehandling tycks det inte spela så stor roll om eleven läser ofta eller ibland. Den tyngst vägande förutsättningen verkar istället vara intresse. / The purpose of this diploma work is to investigate how leisure time reading habits of students affect their grades, understanding of concepts of science and language handling. A group of 75 pupils in the 8th grade gave written answers to questions about their reading habits and presumed autumn grades in the subjects Swedish and Science. They were also asked to explain some scientific concepts, compare the difficulty level of science to that of other school subjects and rate their interest in science The survey shows a variation in writing skills that has no actual connection to reading habits. The majority fails to explain the given concepts even from an everyday point of view. Students who don’t read at all or only read comic books achieves poor results in the survey as well as low grades and students who read every day achieves high grades. In the matter of understanding of concepts of science and language handling it doesn’t seem to matter whether a student is reading every day or more seldom. It appears that the most important factor in this case is the student’s interest in science.

A abordagem teórica do conceito, que remonta à filosofia clássica, atravessou diversos períodos e correntes de pensamento, até chegar às abordagens contemporâneas. Os conceitos são também objetos de pesquisa consolidados na área da Organização da informação e do conhecimento, tendo recebido influências de algumas correntes filosóficas. Esta pesquisa procurou identificar as principais linhas teóricas que fundamentam as abordagens sobre o conceito na área. Parte da hipótese de que estas linhas não estão suficientemente explicitadas e que novas abordagens sobre o conceito contribuiriam para o fortalecimento da área. Para fundamentar a pesquisa, foi realizada revisão de literatura sobre o conceito na filosofia e na ciência, discutindo, ainda, questões como a metáfora e a linguagem na ordem dos conceitos. Apresenta as concepções sobre o conceito nas perspectivas de Foucault, Deleuze e Guattari, Gilles-Gaston Granger, Eleanor Rosch e Vygotsky. Discute as definições do conceito presentes na literatura da área da Organização da informação e do conhecimento, com ênfase nas abordagens das Teorias da Classificação, da Terminologia e da Teoria Analítica do Conceito. Para identificar as abordagens dos pesquisadores brasileiros sobre o conceito, desenvolve pesquisa empírica de análise dos periódicos brasileiros online de Ciência da Informação. Através de análise de citações e do conteúdo dos artigos selecionados, foi identificado como principal eixo paradigmático das abordagens, a Teoria Analítica do Conceito, de Dahlberg. A Teoria da Classificação Facetada, de Ranganathan, a Teoria Geral da Terminologia, de Wüster, e as Ontologias, de Guarino, aparecem associadas a Dahlberg nos artigos teórico-metodológicos. Nos artigos teórico-epistemológicos dominam as abordagens comunicativas da terminologia, socioterminológicas, lingüísticas, semânticas e pragmáticas na construção de conceitos. As análises não permitiram comprovar inteiramente a hipótese de partida porque muitos artigos apresentam discussões epistemológicas, teóricas e metodológicas sobre o conceito. Observou-se, no entanto, que muitos artigos adotam os modelos propostos pelas correntes positivistas, de forma acrítica, sem questionar as bases filosóficas e teóricas subjacentes. Considera-se necessário retomar os principais eixos paradigmáticos sobre o conceito para consolidar as pesquisas teórico-epistemológicas da área, inclusive com a elaboração de obras de sistematização dos avanços já alcançados, para uso na formação de profissionais e pesquisadores da área. / The theoretical approach of the concept, which goes back to the classical philosophy, went through various periods and schools of thought, to reach the contemporary approaches. The concepts are also consolidated research objects in Information and knowledge Organization of area, studied under philosophical influences. This research intended to identify the main lines of theoretical approaches developed in the studies on the concept in Information and Knowledge Organization area. Our hypothesis was that these lines were not sufficiently explained and that new approaches to the concept would contribute to the strengthening of the area. To support the research, the literature on the concept in philosophy and science was examined, discussing also issues such as metaphor and language in the order of the concepts. The approaches on the concept from the perspectives of Foucault, Deleuze and Guattari, Gilles-Gaston Granger, Eleanor Rosch and Vygotsky are also presented. The definitions of the concept in the literature of Information and Knowledge Organization, with emphasis on approaches on Classification, Terminology and Analytic Theory of Concept is also discussed. To identify the approaches of the Brazilian researchers, empirical analysis of online Brazilian journals of Information Science were examined. Through citation and content analysis of selected papers, Analytic Theory of Concept of Dahlberg was identified as a theoretical and methodological paradigm in Information and Knowledge Organization. It was also observed that the Theory of Faceted Classification of Ranganathan, Analytic Theory of Concept of Dahlberg, the General Theory of Terminology of Wüster, and the Ontology of Guarino, are closely associated in the methodological papers. On the other side, in the theoreticalepistemological papers the Communicative Theory of Terminology and Socioterminology are dominant theories. In these papers, linguistics, semantics and pragmatics concepts are pointed. The analysis failed to fully prove the initial hypothesis. In fact, many papers present philosophical, theoretical and methodological questions about the concept. Many papers, however, adopt the model proposed by the positivists, uncritically, without questioning the philosophical and theoretical underpinning. Critical approaches are certainly important to consolidate the theoretical and epistemological research in the area. It is recommend the systematization and publishing of books with the current achievements for use in scientific and professional education.

A abordagem teórica do conceito, que remonta à filosofia clássica, atravessou diversos períodos e correntes de pensamento, até chegar às abordagens contemporâneas. Os conceitos são também objetos de pesquisa consolidados na área da Organização da informação e do conhecimento, tendo recebido influências de algumas correntes filosóficas. Esta pesquisa procurou identificar as principais linhas teóricas que fundamentam as abordagens sobre o conceito na área. Parte da hipótese de que estas linhas não estão suficientemente explicitadas e que novas abordagens sobre o conceito contribuiriam para o fortalecimento da área. Para fundamentar a pesquisa, foi realizada revisão de literatura sobre o conceito na filosofia e na ciência, discutindo, ainda, questões como a metáfora e a linguagem na ordem dos conceitos. Apresenta as concepções sobre o conceito nas perspectivas de Foucault, Deleuze e Guattari, Gilles-Gaston Granger, Eleanor Rosch e Vygotsky. Discute as definições do conceito presentes na literatura da área da Organização da informação e do conhecimento, com ênfase nas abordagens das Teorias da Classificação, da Terminologia e da Teoria Analítica do Conceito. Para identificar as abordagens dos pesquisadores brasileiros sobre o conceito, desenvolve pesquisa empírica de análise dos periódicos brasileiros online de Ciência da Informação. Através de análise de citações e do conteúdo dos artigos selecionados, foi identificado como principal eixo paradigmático das abordagens, a Teoria Analítica do Conceito, de Dahlberg. A Teoria da Classificação Facetada, de Ranganathan, a Teoria Geral da Terminologia, de Wüster, e as Ontologias, de Guarino, aparecem associadas a Dahlberg nos artigos teórico-metodológicos. Nos artigos teórico-epistemológicos dominam as abordagens comunicativas da terminologia, socioterminológicas, lingüísticas, semânticas e pragmáticas na construção de conceitos. As análises não permitiram comprovar inteiramente a hipótese de partida porque muitos artigos apresentam discussões epistemológicas, teóricas e metodológicas sobre o conceito. Observou-se, no entanto, que muitos artigos adotam os modelos propostos pelas correntes positivistas, de forma acrítica, sem questionar as bases filosóficas e teóricas subjacentes. Considera-se necessário retomar os principais eixos paradigmáticos sobre o conceito para consolidar as pesquisas teórico-epistemológicas da área, inclusive com a elaboração de obras de sistematização dos avanços já alcançados, para uso na formação de profissionais e pesquisadores da área. / The theoretical approach of the concept, which goes back to the classical philosophy, went through various periods and schools of thought, to reach the contemporary approaches. The concepts are also consolidated research objects in Information and knowledge Organization of area, studied under philosophical influences. This research intended to identify the main lines of theoretical approaches developed in the studies on the concept in Information and Knowledge Organization area. Our hypothesis was that these lines were not sufficiently explained and that new approaches to the concept would contribute to the strengthening of the area. To support the research, the literature on the concept in philosophy and science was examined, discussing also issues such as metaphor and language in the order of the concepts. The approaches on the concept from the perspectives of Foucault, Deleuze and Guattari, Gilles-Gaston Granger, Eleanor Rosch and Vygotsky are also presented. The definitions of the concept in the literature of Information and Knowledge Organization, with emphasis on approaches on Classification, Terminology and Analytic Theory of Concept is also discussed. To identify the approaches of the Brazilian researchers, empirical analysis of online Brazilian journals of Information Science were examined. Through citation and content analysis of selected papers, Analytic Theory of Concept of Dahlberg was identified as a theoretical and methodological paradigm in Information and Knowledge Organization. It was also observed that the Theory of Faceted Classification of Ranganathan, Analytic Theory of Concept of Dahlberg, the General Theory of Terminology of Wüster, and the Ontology of Guarino, are closely associated in the methodological papers. On the other side, in the theoreticalepistemological papers the Communicative Theory of Terminology and Socioterminology are dominant theories. In these papers, linguistics, semantics and pragmatics concepts are pointed. The analysis failed to fully prove the initial hypothesis. In fact, many papers present philosophical, theoretical and methodological questions about the concept. Many papers, however, adopt the model proposed by the positivists, uncritically, without questioning the philosophical and theoretical underpinning. Critical approaches are certainly important to consolidate the theoretical and epistemological research in the area. It is recommend the systematization and publishing of books with the current achievements for use in scientific and professional education.