Thesis (MPhil)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis--Wisconsin. / Includes bibliographical references (leaves 214-217).

Thesis (MPhil)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [129]-133).

Orientador: Vânia Cristina Pires Nogueira Valente / Banca: Daniela Melaré / Banca: Regina Célia Baptista Belluzzo / Resumo: Investiga-se o infográfico como ferramenta tecnológica na mediação entre a divulgação científica e a produção jornalística. Cada vez mais o jornalismo tem usado a linguagem infográfica no processo comunicativo e faz-se necessário identificar quais características a informação científica deve ter para ser transformada em infográfico, a fim de que se torne mais acessível. O objetivo geral é delinear estratégias para que o jornalista auxilie o cientista no compartilhamento do seu conhecimento. Para isso, foram levantadas as diferentes metodologias de criação infográfica quanto aos aspectos textuais e à organização da informação, e adaptados processos utilizados para resumo e visualização de dados comuns à informação científica e à sua divulgação. A análise das funcionalidades de ferramentas online gratuitas para a elaboração de infográficos resultou num framework que pretende indicar os recursos mais adequados às necessidades do usuário. Dessa forma, pretende-se que o infográfico facilite a compreensão da ciência e contribua para a formação de uma opinião pública consciente e participativa, inserida socialmente. / Abstract: The infographic is investigated as a technological tool in the mediation between scientific divulgation and journalistic production. Journalism has increasingly used infographic language in the communicative process and it is necessary to identify what characteristics scientific information must have to be transformed into infographics so that it becomes more accessible. The general objective is to outline strategies for the journalist to assist the scientist in sharing his knowledge. For this purpose, different methodologies of infographic creation were observed, regarding to textual aspects and the organization of information. Processes for summary and visualization of data commonly used to scientific information and its dissemination were adapted as well. The analysis of the functionalities of free online tools to elaborate infographics resulted in a framework that intends to indicate resources that are more suitable for the user's needs. Thus, it is intended that the infographics will facilitate the understanding of science and contribute to the formation of a conscious and participative public opinion that is socially integrated. / Mestre

Thesis (M.J.)--Carleton University, 2003. / Includes bibliographical references (p. 161-170). Also available in electronic format on the Internet.

Thesis (M.A.)--University of Wisconsin--Madison, 1963. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [47]-[48]).

Orientador: Lizete Maria Orquiza de Carvalho / Banca: Maria Celina Piazz Recena / Banca: Jair Lopes Junior / Resumo: O presente trabalho teve como objetivo investigar as contribuições de uma sequencia didática sobre modelos atômicos que foi balizada pela discussão do tema "agrotóxicos", no que se refere ao reconhecimento pora alunos do ensino médio de ideologias que sujazem textos de Divulgação Científica. Embora esta última seja caracterizada fora do ensino formal, investigamos suas possibildiades para a sala de aula, tendo em visita o refencial da Teoria Crítica, considerando em especial a indústria cultura e a pedagogia freireana. A investigação foi balizada metodologicamente pela abordagem da Pesquisa Qualitativa, pelos pressupostos teóricos da Pesquisa Participante e pela Análise de Conteúdo. A natureza da Divulgação Científico e dos pressupostos educacionais de Paulo Freire prermitiram-nos identificar a importância dada pelos alunos do Ensino Médio à realidade local representada na temática dos pressupostos educacionais de Paulo Freire permitiram-nos identificar a importância dada pelos alunos do Ensino Médio à realidade local representada na temática dos agrotóxicos. Além disso, á medida que as pretensões ideológicas de opressão e dominação das massas iam sendo desveladas, a polemização do tema não polemizado pela Divulgação Científica criou situações de controvérsia em que participantes da discussão puderam ser apropriar de pretensões de formação como sujeitos participantes e atuantes no mundo. Nesse sentido, a necessidade de desvelamento dos problemas da Divulgação Científica esteve atrelada ao desenvolvimento do sujeito à construção de sua formação. Embora a Divulgação científica tenha sido fundamental nesta proposta, pudemos compreender que ela não é, e não deve ser o único pilar constituinte de uma sequência didática, pois as articulações entre o conhecimento científico e as pretensões de construções da formação dos estudantes deve-se também à participação efetiva da... / Abstract: The objective of the current study is to investigate the contributions of a didactic sequence about Atomic Models which was beaconed by the discussion of the theme "pesticidades", regarding the recognition by High School Students of ideologies which underlie texts of Science Communication. Althrough this last be characterized out of the formal teaching, we investigated its possibilities to the classrooms, in view of the Critical Theory, considering in special the cultural industry and Freire's Pedagogy. The investigation was beacomed methodologically by the approaching of Quantitative Research, by the theoretical assumptions of the Participative Research and the Content Analysis. The nature of the Science Communication by the Scientific Journalism and Paulo Freire's educational assumptions allowed us identify the given importance by the High School Students to the local reality represented in the theme pesticides. Furthermore, as the ideological pretensions of oppression and domination of the masses have been unveiled, polemicizing a theme which was not polemicized by the Science Communication created situations of controversy in which the participants of the discussion could approach of the pretensions of development as participant and active subjects in the world. In that sense, the necessary of unveiling of the Science Communication problems was linked to the development of the subjetc and the construction of his/her education. Althrough Science Communication has been fundamental in this proposal, we could comprehend that it is not, and should not be the only constituent pillar of a didactic sequence, because the articulations between scientific knowledge and the construction claims of the students education is also due to the effective participation of the teacher mainly regarding to the controversy tensions established and the content taught / Mestre

Made available in DSpace on 2014-12-02T11:16:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-02-25Bitstream added on 2014-12-02T11:20:58Z : No. of bitstreams: 1 000751953.pdf: 2628793 bytes, checksum: ce5d3ea85f34a156851b67515d22f321 (MD5) / O presente trabalho teve como objetivo investigar as contribuições de uma sequencia didática sobre modelos atômicos que foi balizada pela discussão do tema agrotóxicos, no que se refere ao reconhecimento pora alunos do ensino médio de ideologias que sujazem textos de Divulgação Científica. Embora esta última seja caracterizada fora do ensino formal, investigamos suas possibildiades para a sala de aula, tendo em visita o refencial da Teoria Crítica, considerando em especial a indústria cultura e a pedagogia freireana. A investigação foi balizada metodologicamente pela abordagem da Pesquisa Qualitativa, pelos pressupostos teóricos da Pesquisa Participante e pela Análise de Conteúdo. A natureza da Divulgação Científico e dos pressupostos educacionais de Paulo Freire prermitiram-nos identificar a importância dada pelos alunos do Ensino Médio à realidade local representada na temática dos pressupostos educacionais de Paulo Freire permitiram-nos identificar a importância dada pelos alunos do Ensino Médio à realidade local representada na temática dos agrotóxicos. Além disso, á medida que as pretensões ideológicas de opressão e dominação das massas iam sendo desveladas, a polemização do tema não polemizado pela Divulgação Científica criou situações de controvérsia em que participantes da discussão puderam ser apropriar de pretensões de formação como sujeitos participantes e atuantes no mundo. Nesse sentido, a necessidade de desvelamento dos problemas da Divulgação Científica esteve atrelada ao desenvolvimento do sujeito à construção de sua formação. Embora a Divulgação científica tenha sido fundamental nesta proposta, pudemos compreender que ela não é, e não deve ser o único pilar constituinte de uma sequência didática, pois as articulações entre o conhecimento científico e as pretensões de construções da formação dos estudantes deve-se também à participação efetiva da... / The objective of the current study is to investigate the contributions of a didactic sequence about Atomic Models which was beaconed by the discussion of the theme pesticidades, regarding the recognition by High School Students of ideologies which underlie texts of Science Communication. Althrough this last be characterized out of the formal teaching, we investigated its possibilities to the classrooms, in view of the Critical Theory, considering in special the cultural industry and Freire's Pedagogy. The investigation was beacomed methodologically by the approaching of Quantitative Research, by the theoretical assumptions of the Participative Research and the Content Analysis. The nature of the Science Communication by the Scientific Journalism and Paulo Freire's educational assumptions allowed us identify the given importance by the High School Students to the local reality represented in the theme pesticides. Furthermore, as the ideological pretensions of oppression and domination of the masses have been unveiled, polemicizing a theme which was not polemicized by the Science Communication created situations of controversy in which the participants of the discussion could approach of the pretensions of development as participant and active subjects in the world. In that sense, the necessary of unveiling of the Science Communication problems was linked to the development of the subjetc and the construction of his/her education. Althrough Science Communication has been fundamental in this proposal, we could comprehend that it is not, and should not be the only constituent pillar of a didactic sequence, because the articulations between scientific knowledge and the construction claims of the students education is also due to the effective participation of the teacher mainly regarding to the controversy tensions established and the content taught

Thesis (MPhil(Journalism))--University of Stellenbosch, 2008. / The 21st century is less than a decade old, but it is already evident that South Africans will need to improve their scientific literacy (that is, their knowledge about science, the environment and health) if they are to become active citizens in a world which is dominated more and more by complicated scientific and technological advances. It is a world in which average people are increasingly required to understand and make appropriate local decisions regarding numerous scientific debates, including alternative energy sources, climate change and new medical techniques. For most South Africans, the press is their main source of science news. Thus, a huge responsibility rests on the shoulders of newspaper journalists to empower their readers with scientific knowledge and to share the excitement that comes from discovering more about how the universe works. It is within this context that the question arises as to how Cape Town’s newspapers cover science news. Having determined from a review of the literature that a large knowledge gap existed in this field, it was decided to conduct research about science coverage in three daily newspapers (the Cape Argus, the Cape Times and Die Burger) and three weekend newspapers (the Saturday Argus, the Sunday Argus and the Saturday edition of Die Burger) in Cape Town. The quantitative research method of content analysis was employed in order to provide statistical evidence for the study’s problem statement, namely that science news is covered very differently in the six newspapers. This exploratory comparative analysis formed the bulk of the research. The qualitative research methods of surveys and in-depth interviews with the newspapers’ specialist science writers were then used to address the thesis of the study, namely that the science writers are “gatekeepers” (as predicted by the theoretical model of gatekeeping) and that their education, knowledge, interests, beliefs about science, attitudes towards their reporting, and interactions with editors within the newspaper structures determine the science coverage in their newspapers. Thus, this study asks (primarily) what science is covered, and (secondarily) why. The content analysis yielded a wealth of information which confirmed that the six newspapers cover science news very differently, while the surveys and interviews with the science writers validated the prediction that they are the dominant (but not the only) influence on the coverage of science in their newspapers. This study’s goal is to provide a comprehensive comparative overview of the coverage of science news in Cape Town’s newspapers, which will not only create a foundation for future research, but will also provide useful information for the six newspapers, their science writers and editors. Key words: Cape Argus, Cape Times, Cape Town, Die Burger, environment, gatekeeping, health, journalism, media, newspaper, reporter, Saturday Argus, science, South Africa, Sunday Argus, technology.