Thesis (Ph. D.)--State University of New York at Binghamton, Department of English, General Literature and Rhetoric, 2009. / Includes bibliographical references.

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This thesis investigates quantum physics narratives for non-physicists, covering four interlocking modes of writing for adults and children, fictional and nonfictional, from 1900 to the present. It brings together three separate scholarly fields: literature and science, science fiction, and science communication. The thesis has revealed parallels between the approaches to quantum physics in these disparate narratives that have not been addressed before, shedding new light on the mutual influences between science and narrative form. The thesis argues that similar narrative tropes have been employed in popular science writing and in fiction across all age groups, changing non-physicists' ideas of quantum physics. This understanding differs significantly from the professional understanding of quantum physics, as I establish by means of a series of case studies, including popular science books for adults by Alastair I.M. Rae, George Gamow and Robert Gilmore; popularizations for children by Lucy and Stephen Hawking, Russell Stannard, and Otto Fong; children's fiction by Philip Pullman and Madeleine L'Engle; and fiction for adults by Greg Egan, David Walton, Blake Crouch, and Iain Pears. An analysis of authors who wrote for various audiences or in multiple genres, such as Fred Hoyle, Stephen Hawking, and Ian Stewart, shows how the same concerns and conflicts surface in a wide range of stories. Quantum physics is not yet fully understood; the Copenhagen, conscious collapse, many-worlds and other interpretations compete for both scientific and public acceptance. Influential physics communicators such as John Gribbin and Brian Cox have written popularizations in which they express a personal preference for one interpretation, arguing against others. Scientific conflict, which tends to be omitted from university teaching, is thus explicitly present in popularizations, making it clear to the reader that quantum physics is in a constant state of flux. I investigate the conflicts between Fred Hoyle and George Gamow, and Stephen Hawking and Leonard Susskind, to see how they undermine the alleged objectivity of science. The interplay between the different stories of quantum physics shows how the science not only shapes the stories: the stories shape the science, too.

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 SilviaRG_DISSERT.pdf: 2024795 bytes, checksum: f851c372fb7101b5838aa04ef91bf617 (MD5) Previous issue date: 2012-08-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Ser?es de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor Jos? Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science?s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Ser?es de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions / Defendendo a educa??o como uma tarefa humanizante, a fun??o humanizadora da literatura e a import?ncia da educa??o cient?fica, este estudo prop?e uma aproxima??o entre Ci?ncia e Literatura no Ensino de Ci?ncias, por meio da utiliza??o de duas obras espec?ficas de Monteiro Lobato nos anos finais do Ensino Fundamental. Adotando a metodologia da pesquisa-a??o, numa abordagem interdisciplinar, foram utilizadas as obras A Reforma da Natureza e os Ser?es de Dona Benta em duas turmas (8? e 9? anos) da Escola Estadual Professor Jos? Mamede, localizada no munic?pio de Tibau do Sul/RN. As leituras das obras foram realizadas na disciplina de L?ngua Portuguesa e os conte?dos cient?ficos foram discutidos nas aulas de Ci?ncias. A Obra A Reforma da Natureza oportunizou, principalmente, a abordagem de temas relativos ao meio ambiente, enquanto a utiliza??o da obra Ser?es de Dona Benta se mostrou particularmente eficiente na problematiza??o dos conceitos de mat?ria, massa, peso e de algumas quest?es acerca da Natureza da Ci?ncia. De um modo geral, a an?lise dos resultados aponta que a leitura das obras oportunizou a intera??o e a dialogicidade em sala de aula, bem como indica o potencial dessas duas obras na contextualiza??o e na problematiza??o dos conte?dos cient?ficos nelas presentes. Alertamos, entretanto, para a necessidade de o professor de ci?ncias estar atento aos erros conceituais presentes em obras liter?rias, evitando aprendizagens equivocadas e o refor?o de concep??es alternativas

Made available in DSpace on 2014-12-17T15:07:11Z (GMT). No. of bitstreams: 1 AndrewYSM_DISSERT.pdf: 1257696 bytes, checksum: 309b05179e3d4e5c72b883b5c4785af1 (MD5) Previous issue date: 2014-05-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The literary critic Terry Eagleton obtained notoriety in academic circles when he was recognized intellectually for his bestselling book Literary Theory: An Introduction. In this book, the English author boldly proposes the end of literature and literary criticism. However, Eagleton proposed years before, in his book Criticism and Ideology (1976), a scientific system of analysis of literary texts, which seemed less radical, both in theory and in method, than in his later theoretical proposal. Based on this, the objective of this dissertation is to present the English literary critic?s initial method, explaining the reasons that led him to abandon his initial project - of develop a method of analysis of the literary text on a Marxist scientific perspective - and to propose, in the following years, in his most famous book and others, a revolutionary vision that would go beyond textual analysis and make literary texts have a practical intervention in society. Finally, we explain what would be his idea of revolutionary criticism / O cr?tico liter?rio Terry Eagleton obteve notoriedade no meio acad?mico ao ser reconhecido intelectualmente com seu livro best-seller Teoria da Literatura: uma introdu??o. Nesse livro, o autor ingl?s prop?e, ousadamente, o fim da literatura e da cr?tica liter?ria. Contudo, anos antes, Eagleton prop?s, no livro Criticism and Ideology (1976), um sistema cient?fico de an?lise do texto liter?rio aparentemente menos radical, tanto em teoria quanto no m?todo, que sua proposta te?rica posterior. Com base nisso, o objetivo dessa disserta??o ? apresentar o m?todo inicial do cr?tico liter?rio ingl?s, explicitar os motivos que o levaram a abandonar seu projeto inicial de elaborar um m?todo de an?lise do texto liter?rio sobre uma ?tica cient?fica marxista e a propor, nos anos seguintes, em seu livro mais famoso e em outros, uma vis?o revolucion?ria, que iria muito al?m de an?lises textuais e faria os textos liter?rios terem uma interven??o pr?tica na sociedade. Por fim, explicitaremos qual seria sua ideia de cr?tica revolucion?ria

Primo Levi (1919-1987), de origem judaica, antifascista e químico de formação, passa quase um ano de sua vida como prisioneiro em um dos campos de concentração de Auschwitz. Preso como partigiano, deportado como judeu, e sobrevivente por acaso, Levi faz daquela experiência, através da necessidade de narrar, o ponto de partida de sua literatura. Seu percurso parte da literatura de testemunho, matéria de suas duas primeiras obras, Se questo è un uomo e La tregua. Porém, sua grande vocação narrativa faz com que cultive os mais diversos gêneros ao longo de sua carreira, indo desde a autobiografia, até a poesia, o romance e os contos fantásticos e de ficção científica. A análise da obra literária de Levi, obrigatoriamente, deve considerar dois aspectos, que estão na gênese e na construção de seus escritos: o primeiro é a origem de sua literatura, nascida da experiência como prisioneiro e da observação daquele universo e que dele nunca se desprendeu; o segundo é a sua formação, pois, como químico, o olhar que dirigia ao mundo era determinado pelos preceitos da ciência que escolheu, e pela qual era apaixonado. Assim sendo, pretendemos analisar a literatura de Levi a partir da relação que ela estabelece com a ciência, com a técnica e com a tecnologia, partindo de seu livro de estreia, no qual o olhar do cientista permitiu definir o Lager como um grande experimento biológico e social. As referências para a análise serão os dois primeiros volumes de contos, que se ligam à tradição do fantástico e da ficção científica Storie naturali e Vizio di forma e os dois livros da década de 70, que apresentam a técnica e o trabalho como símbolos de liberdade: Il sistema periodico, obra na qual a química, os químicos e o seu trabalho são protagonistas; e La chiave a stella, que apresenta a exaltação do trabalho liberatório, portador de satisfação e felicidade. Dessa forma, demonstraremos que nenhuma página da literatura de Primo Levi está dissociada de sua experiência como deportado ou de sua formação científica, e isso influencia diretamente o seu estilo, transformando-o em um dos principais representantes, na literatura universal, da relação entre as duas culturas, como também em um dos principais prosadores da segunda metade do século XX. / Primo Levi (1919-1987), of Jewish origin, anti-fascist and chemist of formation, passes nearly a year of his life as a prisoner at the Auschwitz concentration camp. Captured as partigiano, deported as Jew, and survivor by chance, Levi makes that experience, through the need of narrating, the starting point of his literature. His pathway starts from the testimonial literature, subject of his first two works, Se questo è un uomo and La tregua. However, his narrative vocation makes him cultivate the most diverse genres throughout his career, from autobiography to poetry, romance, fantastic tales and science fiction. The analysis of the literary work of Levi, mandatorily, must consider two aspects that are on the genesis and construction of his writings: the first one is the origin of his literature, born from his experience as prisoner and from the observation of that universe - and from which he never came off; the second one is his formation, since, as a chemist, the way he looked at the world was determined by the precepts of the science he chose, and to which he was passionate. Therefore, we intend to analyze Levis literature from the relationship it establishes with science, technique and technology, starting from his debut book, in which the look of the scientist allows to define the Lager as a great biological and social experiment. The references for this analysis will be the first two volumes of short stories, that bind to the tradition of fantastic and science fiction Storie naturali and Vizio di forma and the two books of the 70s, that present technique and work as symbols of freedom: Il sistema periodico, work in which chemistry, chemists and their work are protagonists; and La chiave a stella, that presents the exaltation of liberatory work, promoter of satisfaction and happiness. Thus, we will demonstrate that any page of Primo Levis literature is dissociated from his experience as deported or his scientific training, and it directly influences his style, transforming it into one of the leading representatives in world literature, from the relationship between \"the two cultures \", as well as one of the major prose writers of the second half of the 20th century.

O trabalho propõe investigar o potencial pedagógico que pode existir entre a literatura e a ciência a partir do estudo de Monteiro Lobato e o ensino de química. Para isso nos fundamentamos nos referenciais teóricos que têm subsidiado as recentes pesquisas sobre literatura e ciência e as contribuições que as mesmas têm trazido para o ensino de ciências. A pesquisa focou três eixos principais: a literatura como possibilidade de humanizar a ciência, a aproximação que existe entre a imaginação artística e a científica e os \"escritores com veia científica\". Buscamos identificar os referidos eixos por meio de três importantes personagens da obra infantil de Monteiro Lobato, que distintamente, incorporam a ciência em suas falas: Dona Benta, Emília e o Visconde de Sabugosa. Também investigamos a \"veia pedagógica\" do escritor que permitiu uma aproximação com a pedagogia de Paulo Freire, uma vez que foi possível identificar a curiosidade, o diálogo, a problematização e a dúvida como pressupostos pedagógicos e metodológicos presentes nas abordagens feitas por Dona Benta, principalmente no livro Serões de Dona Benta. Realizamos a leitura de praticamente toda a obra infantil de Monteiro Lobato que demonstrou possuir um potencial pedagógico possível de ser explorado no ensino de química por meio da problematização de questões sobre a ciência e o ensino e aprendizagem de conceitos químicos. A partir da pluralidade de sentidos que as personagens e o texto literário podem dar à ciência, acreditamos que o trabalho contribui para mostrar que a interação entre literatura e ciência pode ser uma alternativa à promoção da leitura literária e cultural no processo de formação inicial do professor de química. Os textos literários e os de Lobato, em particular, podem facilitar a elaboração de abordagens didáticas que insiram o conhecimento científico em uma realidade complexa de relações que transcendam o conhecimento específico da química, permitindo ao professor a percepção de que a ciência mantém uma multiplicidade de relações com outras áreas do conhecimento. / This thesis aims to investigate the pedagogical potential that may exist between literature and science from the study of Monteiro Lobato\'s books and chemistry teaching. It is based on theoretical references which have been providing basis to recent researches about literature and science and contributions from these researches to chemistry teaching. Therefore, this research focuses on three main points: literature as a possibility of humanizing science; the existent proximity between artistic imagination and scientific one; and writers with \"scientific vein\". Considering the scientific vein present in Monteiro Lobato\'s literature, we aim to identify those three points in three of the most important characters presented in his infant literature, who distinctively incorporate science in their speeches: Dona Benta, Emília and Visconde de Sabugosa. Another aspect investigated in this research was Monteiro Lobato\'s \"pedagogical vein\", which allowed some proximity with Paulo Freire\'s pedagogy, since it was possible to identify curiosity, dialogue, problematization and questioning as pedagogical and methodological presuppositions in Dona Benta\'s lines, particularly in the book entitled Serões de Dona Benta. By reading most of the infant literature produced by Monteiro Lobato, we were able to identify its pedagogical potential, which can be applied in chemistry teaching by problematizing questions about both science and the teaching-learning process of chemical concepts. Based on the plurality of meanings both characters and literary texts can give to science, we believe this thesis contributes to explicit that the interaction between literature and science can be an alternative in order to promote literary and cultural reading in the process of initial chemistry teachers\' formation. Literary texts, in general, and Lobato\'s, in particular, may facilitate the elaboration of didactic approaches which insert scientific knowledge into a complex reality of relations that transcend the specific knowledge of chemistry, allowing the teacher to perceive that science sustains multiple relations with other areas.

O exemplar da FE é acompanhado de 1 CD-R, com vídeo / Orientador: Maria Teresa Egler Mantoan / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T15:03:20Z (GMT). No. of bitstreams: 1 Palma_LucianeVieira_M.pdf: 3147936 bytes, checksum: 78f08da88396d66ff695a3674a7d6f07 (MD5) Previous issue date: 2006 / Resumo: Este estudo teve como objetivo conhecer e analisar o cotidiano dos trabalhos desenvolvidos por uma importante e conhecida ONG (organização não-governamental) de São Paulo, a Associação Meninos do Morumbi, para retirar possíveis implicações de sua metodologia de trabalho para a educação formal, de modo que os êxitos por ela obtidos em termos educacionais apontassem caminhos e/ ou alternativas para a melhora da qualidade do ensino nas nossas escolas. Para a escrita desta dissertação recorri a diferentes linguagens, dentre as quais destaco a linguagem literária, através de crônicas sobre minha vivência na Associação, e a linguagem plástica, através de códigos ilustrativos. Além disso, em anexo há um CD Rom que ilustra o ambiente acadêmico em que este trabalho foi defendido. Trata-se de uma mostra artística que se concretizou a partir da interpretação do conteúdo do trabalho por uma artista plástica. A intenção de apresentar este estudo rompendo as formas usuais adotadas pela Universidade, tem a ver com a pesquisa no/ do cotidiano e com a confluência que quis fazer entre várias linguagens para abordar um mesmo assunto, no caso a educação, através de outra escrita que ¿não seja o seja o aprisionamento e a morte das significações¿ (AMORIM, 2004, p). A vivência no cotidiano desta ONG mostrou que mesmo que se parta do pressuposto de que a educação não-formal é complementar à educação formal, que seus objetivos são diferentes, ambas devem buscar a construção de um fazer próprio, local, atrelado a uma visão de ensino inovadora / Abstract:This study aimed at knowing and analyzing the day-to-day work developed by an important and well known NGO (non-governmental organization) from São Paulo, the Associação de Meninos do Morumbi - Boys Association of Morumbi, in order to withdraw possible implications from its working methodology for the formal education, so that the success they have reached in educational terms could indicate ways and/or alternatives to improving the quality of teaching in our schools. For the writing of this dissertation different kinds of language were used, among which the literary language, through narratives of my experience in the Association, and the plastic language, through illustrative codes . Besides that, there is an attached CD Rom which illustrates the academic environment in which this work was carried out. It regards an art exhibition that was made real from the interpretation of this work¿s content made by a fine artist. The intention of presenting this study by breaking with the usual forms adopted by the University, has to do with the research in / of the day-t0-day life and with the confluence of several kinds of language to approach the same subject, in this case education, through a different kind of writing that ¿ is not the imprisonment and death of the significations¿ (AMORIM, 2004) The experience in the day-to-day life of this NGO showed that even when one assumes that the non formal education is complementary to the formal education, and that their objectives are different, both must aim at building their own, local way of doing things, coupled with an innovative vision of teaching / Mestrado / Mestre em Educação

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Thesis (M. Ed. (Science Education)) -- University of Limpopo, 2020 / Learners’ performance largely depends on the pedagogy used. This study explored the use of Computer Simulations (CS) to teach plants biodiversity to grade eleven learners Mankweng Circuit. A randomised Solomon Four-Group design was used. Sixty-six learners from two schools equipped with computers were randomly assigned to the Experimental Group (EG), and 66 learners from two other schools without computers were the Control Group (CG). A performance pre- and post-test was used to the EG taught using CS and to the CG taught using Chalk-and-Talk Method (CTM). Also, Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from each of the EG and the CG to collect information regarding their attitudes towards the methods used to learn biodiversity. The quantitative data were analysed using a T-test and Analysis of Variance (ANOVA), while the qualitative data were analysed thematically. The results show that the learners in the EG performed better than those in the CG (T-test; p < 0.05), (ANOVA; p < 0.05). Hypothesis one which states that learners in the EG who were taught using CS will perform better than those in the CG taught using CTM is accepted. Also, hypothesis two, which states that learners’ performance in the pretest will not vary in the EG and the CG is accepted. Also, hypothesis three which states that there will be no statistically significant differences in achievements between boys and girls in the EG is established. Thus, the CS method is a useful tool to enhance learners’ performance. Keywords: Computer simulations, PCK, TPACK, Quasi-experiment, Solomon four group design, Learner’s performance