Este trabalho procura discutir as contribuições de uma comunidade de prática (CoP) na formação continuada de professores de Ciências, para abordar o tema da natureza da ciência (NdC) com a utilização de recursos fílmicos de veiculação comercial. Para isso, foram elaborados dois cursos na modalidade extensão universitária, oferecidos pela Faculdade de Educação da Universidade de São Paulo e que ocorreram nos dois semestres de 2012, quinzenalmente aos sábados. Os professores participaram nos cursos de forma voluntária. Também há de se destacar que inicialmente não havíamos previsto aplicar dois cursos, no entanto, a pedido dos professores, conforme está documentado nos dados, foi solicitada a criação do segundo curso, aspecto importante e que inclusive reforça o papel das comunidades de prática em processos de formação de professores. Além disso, apontamos que a formação continuada no caso dos professores em serviço poderia inserir tais temas e, portanto, contribuir na compreensão dos professores acerca deste tema. A fonte principal dos dados são as transcrições das aulas e as análises das sequências didáticas produzidas pelos professores. A orientação metodológica, assim como a análise de dados, foi norteada pelos pressupostos da investigação qualitativa em educação. Destacamos como instrumentos de coleta de dados os seguintes instrumentos: notas de campo, questionário, entrevistas semi-estruturadas, registro audiovisual de todos os encontros, sequências didáticas elaboradas pelos professores e informações contidas em mensagens eletrônicas (e-mails). A análise de dados está distribuída em dois momentos, de modo que o momento I caracteriza-se no primeiro curso e com preocupação principal em investigar as concepções dos professores, assim como identificar possíveis mudanças, enquanto que no momento II, especificamente com dados do segundo curso, ocorre o aprofundamento em analisar as interações que se estabeleceram na CoP, para isso são elaborados categorias e subcategorias de análises. Os resultados demonstram que ainda existem problemas nas concepções dos professores, porém, à medida que os mesmos foram imersos em situações típicas de CoP e com a mediação da utilização dos recursos fílmicos, foi possível identificar mudanças, ainda que sutis nas concepções de NdC. Porém, o mais importante é notado nas interações entre os professores, ou seja, o engajamento mútuo e o compartilhamento de ideias e práticas para tentar introduzir tanto o tema quanto os recursos fílmicos com os alunos dos próprios professores pesquisados. Ao nosso entender, isto pode ser explicado porque os mecanismos de autonomia e protagonismo da ação do professor foram contemplados em virtude da participação em CoP, que valoriza e estimula o compartilhamento entre indivíduos que se identificam em práticas e ideias. / This paper discusses the contributions of a community of practice (CoP) in the continuing education of science teachers, in order to address the issue of the nature of science (NoS) with the use of film resources of commercial broadcasting. For this purpose, two courses were developed in cooperation with the University of São Paulo and offered by the Faculty of Education. The courses were offered for two semesters of 2012, periodically on Saturdays and teachers voluntarily participated in the courses. Initially it had not been intended to apply two courses; however, at the request of teachers, as documented in the data, it was necessary to create the second course. Moreover, we point out that the continued training for teachers in service could insert such issues and thus contribute to the understanding of teachers about this topic. The main source of data is the transcripts of speeches and analysis of didactic sequences produced by teachers. The methodological guidance, as well as data analysis, was guided by the assumptions of qualitative research in education. We highlight as tools of data collection the following instruments: field notes, questionnaire, semi-structured interviews, audio-visual record of all meetings, didactic sequences prepared by teachers and information contained in electronic messages (e-mails). The analysis of data was performed in two occasions. The moment I is characterized in the first course and focused in investigating the conceptions of teachers as well as identify possible changes. Moment II, specifically about data from the second course, brings deepening analysis of the interactions that are established in the CoP. Categories and subcategories for this analysis are drawn. The results show that there are still problems in the conceptions of teachers; however, as they were immersed in typical situations of CoP and with the mediation of the use of film resources, it was possible to identify changes, even subtle conceptions of the NoS. The most important is noticed in the interactions between teachers and the mutual engagement and sharing of ideas and practices to try to introduce both subject filmic resources with students\' own teachers surveyed. This can be explained because the mechanisms of action of autonomy and leadership teacher were contemplated by participating in CoP that values and encourages sharing among individuals who identify in practices and ideas.

A natureza da ciência tem sido apontada como um componente importante do ensino de ciências, devido à necessidade de formar indivíduos críticos para as discussões contemporâneas, as quais envolvem de forma crescente temas científicos. Dada a relevância do tema, o presente trabalho está dividido em três partes que, embora sejam apresentadas conjuntamente, contribuem de forma independente para área de ensino de ciências. Na primeira parte, são relatados os resultados de uma revisão sistemática, cujos objetivos foram (i) identificar as tendências de publicação dos trabalhos de concepções sobre a natureza da ciência (CNC), (ii) mapear as principais características desses trabalhos, (iii) identificar os aspectos da natureza da ciência frequentemente pesquisados e (iv) identificar os instrumentos de pesquisa utilizados para acessar as CNC. Os resultados indicam um crescimento das publicações de CNC nos últimos anos. Em geral, os trabalhos são de levantamento de CNC que focam nas concepções de professores e alunos da educação básica. Estados Unidos e Taiwan estão entre os países cujas concepções de seus alunos são mais frequentemente levantadas. Na segunda parte deste trabalho, é apresentado o processo de construção do questionário VENCCE, cujo objetivo é investigar CNC de estudantes de Biologia. O questionário é composto por cinco situações contextualizadas que têm a Ecologia como tema e modelo de estudo. A confiabilidade do VENCCE foi considerada adequada conforme o Alfa de Cronbach estimado após a aplicação. São discutidas as implicações de utilizar questionários contextualizados. Fornecemos orientações e princípios que podem contribuir em outras pesquisas de levantamento de CNC. Na terceira parte, são apresentados os resultados do levantamento de CNC de estudantes de Biologia. Foram testados quatro possíveis fatores que podem estar associados às CNC desse público: nível de formação, modalidade da graduação, contato com elementos de formalização científica e participação em iniciação científica. O questionário VENCCE foi aplicado em 14 universidades brasileiras, contemplando 691 alunos da licenciatura e do bacharelado em Biologia. Os resultados sugerem que apenas a modalidade da graduação pode estar associada às CNC encontradas, pois os alunos de licenciatura apresentaram CNC mais ingênuas em comparação com os que cursam o bacharelado ou as duas modalidades. Em geral, os estudantes apresentaram visões mais ingênuas nos aspectos da natureza da ciência relacionados às práticas experimentais e à natureza das teorias científicas. São discutidas as implicações desses resultados para a formação de professores e de cientistas das áreas relacionadas às Ciências Biológicas. / The nature of science is considered a key component of science education due to the need to educate individual as critical thinkers, allowing them to interpret and discuss everyday facts using science knowledge critically. Given the relevance of this topic, this study is divided into three parts. Even though they are presented together, they contribute independently to the science education field. The first part consists of a systematic review that aims to (i) identify the trends in publications about the nature of science (NOS) views, (ii) map the main characteristics of these articles, (iii) identify the most researched aspects of the NOS and (iv) identify the research instruments used to assess the NOS views. The results show an increasing number of publications about NOS views in recent years. They are usually about the sophistication of NOS views that focus on teachers and students. The USA and Taiwan are among the countries that have their students\' conceptions studied the most. In the second part of this study, the design of the VENCCE questionnaire is introduced. It aims to investigate the NOS views of students in pre-service biology teacher courses and biology courses. It consists of five contextualized situations that have Ecology as a theme and study model. The reliability of the VENCCE was considered adequate according to Cronbach\'s alpha, determined after the validation. The implications of utilizing contextualized questionnaires are discussed. Guidelines and principles that can benefit research focused on NOS views are also provided. In the third part, the results of the research concerning the NOS views of biology students and pre−service biology teachers are presented. Four different factors that might be related to the NOS views of this group were tested: level of education, type of undergraduate program (pre−service biology teacher course, biology course or the combination of both), contact with scientific formalization in subjects and participation in undergraduate research. The VENCCE questionnaire was administered to 691 biology students and pre−service biology teachers in 14 Brazilian universities. The results suggest that only the type of undergraduate program might be related to NOS views since the pre−service biology teachers showed more naive NOS views when compared to biology students and with those who attend both programs. The aspects of NOS that exhibit more naive views are related to experimental practices and to the nature of scientific theories. The implications of these results for the scientists\' education and teachers\' education in the field of Biological Sciences are discussed.

Este trabalho procura discutir as contribuições de uma comunidade de prática (CoP) na formação continuada de professores de Ciências, para abordar o tema da natureza da ciência (NdC) com a utilização de recursos fílmicos de veiculação comercial. Para isso, foram elaborados dois cursos na modalidade extensão universitária, oferecidos pela Faculdade de Educação da Universidade de São Paulo e que ocorreram nos dois semestres de 2012, quinzenalmente aos sábados. Os professores participaram nos cursos de forma voluntária. Também há de se destacar que inicialmente não havíamos previsto aplicar dois cursos, no entanto, a pedido dos professores, conforme está documentado nos dados, foi solicitada a criação do segundo curso, aspecto importante e que inclusive reforça o papel das comunidades de prática em processos de formação de professores. Além disso, apontamos que a formação continuada no caso dos professores em serviço poderia inserir tais temas e, portanto, contribuir na compreensão dos professores acerca deste tema. A fonte principal dos dados são as transcrições das aulas e as análises das sequências didáticas produzidas pelos professores. A orientação metodológica, assim como a análise de dados, foi norteada pelos pressupostos da investigação qualitativa em educação. Destacamos como instrumentos de coleta de dados os seguintes instrumentos: notas de campo, questionário, entrevistas semi-estruturadas, registro audiovisual de todos os encontros, sequências didáticas elaboradas pelos professores e informações contidas em mensagens eletrônicas (e-mails). A análise de dados está distribuída em dois momentos, de modo que o momento I caracteriza-se no primeiro curso e com preocupação principal em investigar as concepções dos professores, assim como identificar possíveis mudanças, enquanto que no momento II, especificamente com dados do segundo curso, ocorre o aprofundamento em analisar as interações que se estabeleceram na CoP, para isso são elaborados categorias e subcategorias de análises. Os resultados demonstram que ainda existem problemas nas concepções dos professores, porém, à medida que os mesmos foram imersos em situações típicas de CoP e com a mediação da utilização dos recursos fílmicos, foi possível identificar mudanças, ainda que sutis nas concepções de NdC. Porém, o mais importante é notado nas interações entre os professores, ou seja, o engajamento mútuo e o compartilhamento de ideias e práticas para tentar introduzir tanto o tema quanto os recursos fílmicos com os alunos dos próprios professores pesquisados. Ao nosso entender, isto pode ser explicado porque os mecanismos de autonomia e protagonismo da ação do professor foram contemplados em virtude da participação em CoP, que valoriza e estimula o compartilhamento entre indivíduos que se identificam em práticas e ideias. / This paper discusses the contributions of a community of practice (CoP) in the continuing education of science teachers, in order to address the issue of the nature of science (NoS) with the use of film resources of commercial broadcasting. For this purpose, two courses were developed in cooperation with the University of São Paulo and offered by the Faculty of Education. The courses were offered for two semesters of 2012, periodically on Saturdays and teachers voluntarily participated in the courses. Initially it had not been intended to apply two courses; however, at the request of teachers, as documented in the data, it was necessary to create the second course. Moreover, we point out that the continued training for teachers in service could insert such issues and thus contribute to the understanding of teachers about this topic. The main source of data is the transcripts of speeches and analysis of didactic sequences produced by teachers. The methodological guidance, as well as data analysis, was guided by the assumptions of qualitative research in education. We highlight as tools of data collection the following instruments: field notes, questionnaire, semi-structured interviews, audio-visual record of all meetings, didactic sequences prepared by teachers and information contained in electronic messages (e-mails). The analysis of data was performed in two occasions. The moment I is characterized in the first course and focused in investigating the conceptions of teachers as well as identify possible changes. Moment II, specifically about data from the second course, brings deepening analysis of the interactions that are established in the CoP. Categories and subcategories for this analysis are drawn. The results show that there are still problems in the conceptions of teachers; however, as they were immersed in typical situations of CoP and with the mediation of the use of film resources, it was possible to identify changes, even subtle conceptions of the NoS. The most important is noticed in the interactions between teachers and the mutual engagement and sharing of ideas and practices to try to introduce both subject filmic resources with students\' own teachers surveyed. This can be explained because the mechanisms of action of autonomy and leadership teacher were contemplated by participating in CoP that values and encourages sharing among individuals who identify in practices and ideas.

I avhandlingen studeras elevers grundantaganden om världen, samt de grundantaganden som eleverna förknippar med fysiken. Det är utifrån de grundantaganden vi gör om hur världen är beskaffad som vi försöker tolka och förstå nya fenomen och företeelser vi möter, t.ex. i den naturvetenskapliga undervisningen. I avhandlingen ligger intresset primärt på grundantaganden som vanligtvis tas för givna i naturvetenskapen samt sådana som är av intresse för relationen mellan naturvetenskap och religion. För de empiriska studierna har ett specifikt område, nämligen universums uppkomst och utveckling samt existentiella frågor relaterade till detta, valts som ram för elevernas resonemang. Avhandlingen bygger på två studier. I den första studeras elevers skriftliga svar och uttalanden under intervjuer och i den andra studeras elevers gruppdiskussioner. Eleverna som deltar i de båda studierna går alla det tredje året på gymnasiet och läser kursen Fysik B. Resultaten visar att det finns elever som beskriver sin egen och fysikens syn på olika sätt. Detta gäller såväl frågor om universums uppkomst och utveckling som frågor om t.ex. relationen mellan naturvetenskap och religion. Resultaten visar vidare att de grundantaganden som vanligtvis underförstås i fysiken inte med självklarhet associeras med fysiken av eleverna. Detta kan göra det svårt för dem att förstå resonemang och modeller i fysiken. Resultaten visar vidare att det är vanligt att elever associerar scientistiska synsätt med fysiken. Scientism innebär att man menar att ingenting utom det som är åtkomligt för naturvetenskapen existerar. Detta uteslutet möjligheten att andra möjliga dimensioner av verkligheten än den materiella existerar. Att förknippa fysiken med antaganden som inte av nödvändighet måste förknippas med fysiken (t.ex. scientistiska synsätt) kan göra att elever, som inte själva delar dessa antaganden, får svårare att identifiera sig med fysiken och kanske t.o.m. väljer bort studier i fysik när möjlighet ges. / Students’ presuppositions about the world are studied, together with the presuppositions the students associate with physics. It is from the starting point of our presuppositions about what the world is like that we try to interpret and understand new phenomena that we meet, for example in science class. The thesis primarily focus on presuppositions usually taken for granted in science, and presuppositions that are of interest for the relationship between science and religion. A specific content area was chosen for the students reasoning in the empirical studies: the origin and development of the universe and existential questions related to that. The thesis builds upon two studies. In the first one students’ written answers and statements during interviews have been studied, and in the second one students’ groupdiscussions were studied. Students in both studies are in their last year of upper secondary school, and all of them study the course Physics B. The results show that there are students that describe their own view and the view of physics in different ways. This is valid both for questions about the origin and development of the universe, and for questions for example about the relationship between science and religion. The results also show that presuppositions that are usually taken for granted in physics, not necessarily are easily associated with physics by the students. This can make it hard for them to understand reasoning and models in physics. In addition to this the results also show that the students associate scientistic views with physics. Scientism states that nothing more than things that are in the realm of science exists. This exclude the possiblity that other dimensions than the material one exist. Associating physics with presuppositions that are not necessary for physics (for example scientistic views) can have consequences for students not sharing those views, i.e. they will have a harder time identifing themselves with physics. Perhaps they will choose not to study physics when given a choice.

The purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally instruction on students&amp / #8217 / understanding of acid-base concepts. Also, the effect of instruction on students&amp / #8217 / attitude toward chemistry as a school subject and the effect of gender difference on understanding of acid-base concepts and attitudes toward chemistry were investigated. During the second semester of 2007-2008, 130 eleventh grade students from six classes of two different high schools attended this study. The classes were randomly assigned as control and experiment groups. Students in the control groups were instructed by traditional instruction whereas students in the experimental groups were taught by 5E model. Attitude Scale Toward Chemistry as a School Subject and Acid-Base Concept Test were administered as a pre and post-tests. In addition, Science Process Skill Test and Views on Science-Technology-Society instrument was utilized. The hypotheses were tested by using two-way analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results revealed that 5E Model caused a significantly better understanding of acids and bases than the traditional instruction. In addition, these models of instruction developed the similar attitude toward science as a school subject. Science process skill was a strong predictor in understanding the concepts. On the other hand, no significant effect of gender difference on understanding the acids and bases and on students&amp / #8217 / attitudes toward chemistry as a school subject was found. The results of Views on Science-Technology-Society gave a picture of the students&amp / #8217 / views on nature of science.

The main purpose of the study was to compare the effectiveness of conceptual change oriented instruction accompanied with computer animations and traditionally designed chemistry instruction on 10th grade students&rsquo / understanding, achievement and retention of gases concepts and attitudes towards chemistry as a school subject. Also students&rsquo / views about nature of science were investigated. Quasi experimental design was used in this study. 67 tenth grade students from two intact classes of a chemistry course taught by the same teacher in Sokullu High School were enrolled. The hypotheses were tested by using analyses of covariance and two- way analyses of variance. The results indicated that instruction based on conceptual change approach caused significantly better acquisition of the scientific conceptions, achievement and retention related to gases concepts than traditionally designed chemistry instruction. Science process skill was determined as a strong predictor in the concepts related to gases. Moreover instruction based on conceptual change approach improved students&rsquo / attitudes as a school subject. However no significant effect of gender difference on students&rsquo / understanding, achievement and attitudes toward chemistry as a school subject was found. Finally experimental group students&rsquo / views about some characteristics of nature of science were determined as more realistic than control group students.

The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction on nature of science (NOS) understandings, scientific literacy levels and cell content knowledge of the ninth grade advanced science students. This study has been conducted with 71 students by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching has been conducted while NOS instruction in the comparison group for the same time interval has been done by lecture, demonstration and questioning strategies. Views on Nature of Science Questionnaire-Form C, Nature of Science Literacy Test, Cell Content Knowledge Test, and interviews have been used for data collection. Categorization of the participants&rsquo / profiles on the NOS aspects, paired samples t-tests and one-way Multivariate Analysis of Variance (MANOVA) have been used for data analysis. The results have shown the participants have had misunderstandings about &ldquo / one method in science&rdquo / , &ldquo / no hierarchy between law and theory&rdquo / and &ldquo / difference between observation and inference&rdquo / while they have had expert views on &ldquo / role of creativity and imagination&rdquo / at the beginning of the study. For elimination of na&iuml / ve views, the EER approach has been found as effective. The approach has also been determined as effective on the increase in scientific literacy levels and learning on cell unit. In addition, the EER approach is more effective on learning cell content knowledge and gaining expert understandings of NOS than common approach in comparison group while there has been no difference between the scores of two groups in terms of scientific literacy levels.

The purposes of this study were to explain the development and validation of a new instrument for assessing elementary students&rsquo / views of the Nature of Science (NOS) and to investigate student and school level factors that help to explain the difference in NOS views. The sample included 3,062 elementary students elementary schools located in &Ccedil / ankaya. Different from these students, 782 elementary students were the sample for the first focus of this study. The Nature of Science Instrument, Learning Approach Questionnaire and Achievement Motivation Questionnaire were administered to the students. Hierarchical Linear Modeling (HLM) was selected as a modeling technique because of the nested structure of the data sets. This study provides an instrument for measuring elementary student views of the NOS regarding four dimensions. In this study, students had different views regarding each dimensions, therefore, many variables have been shown to relate to different dimensions of NOS. This study has established the importance of student socio-economic background with varying learning approaches, self-efficacy, and motivational goals in forming their NOS views. Findings revealed that quality of the physical infrastructure of schools and quality of educational resources in school, parent educational levels, student achievement, self efficacy, experience with meaningful learning, and learning goal orientation are positively related to student NOS views in many different dimensions. Additionally, performance goal orientation and rote learning approaches have negative relationship with different dimensions of student NOS views.

The objective of this thesis is to describe and analyse customs of science teaching in secondary schools and teacher education programmes in Sweden in relation to the notion of “inquiry” in science education. The main focus is on customs of language use and the educational goal of learning about scientific inquiry as distinct from the related goals of learning to do inquiry and learning canonical science content. There is also an exploration and description of different teaching approaches associated with “inquiry”. Previous research has noted that a key issue for reaching the goal of learning about scientific inquiry is the extent to which teachers are able to guide students to explicitly reflect upon this topic. A prerequisite is that teachers give students access to relevant categories of language for explicit reflection on the characteristics of scientific inquiry. Because of the situated nature of language use and learning, this also raises the need to address topics of context, culture and customs in science education. This thesis addresses the questions of how existing customs of teaching science are related to the goal of learning about scientific inquiry, how inquiry-related terminology is used in this context, and how relevant distinctions can be made to aid explicit reflection on these issues. Data has been collected in two studies and analysed and presented in four papers. Study 1 is based on interviews with twelve secondary school science teachers, and Study 2 is based on focus group interviews with 32 pre-service teacher students. The results include a description of the existing customs of inquiry-oriented instructional approaches in Swedish secondary schools. They show that these are often not connected with an explicit focus on teaching about the characteristics of scientific inquiry.  Inquiry-related terminology is analysed with a focus on the role and use of the terms “hypothesis” and “experiment”. Based on a theoretical framework of sociocultural and pragmatist views on language and learning, it is shown how the use of these terms, both in secondary schools and teacher education, tend to conflate the two categories methods of teaching and methods of scientific inquiry. Some problematic consequences for reaching the goal of learning about scientific inquiry are discussed, as well as possible origins of the problems and how the results from this thesis can be useful in overcoming these. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Submitted.

Orientador: Prof. Dr. Breno Arsioli Moura / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2016. / Discutir sobre ciência em contextos educacionais é algo defendido por diversos pesquisadores da área de ensino de ciências. Uma formação nesta perspectiva possibilita construir uma visão de ciências menos ingênua, que promova um posicionamento crítico e reflexivo dos estudantes sobre o saber científico. Pesquisadores da área de ensino de ciências salientam a importância do uso do cinema como um recurso de grande relevância para o ambiente educacional, principalmente para trabalhar questões de natureza da ciência, história da ciência e visões de cientistas. Neste sentido, essa pesquisa buscou analisar elementos da linguagem cinematográfica presentes no filme Gattaca ¿ A experiência genética (Niccol, 1997), a fim de refletir sobre como os elementos da linguagem cinematográfica ressaltaram a visão de ciência expressada no filme. Para isso, discutimos a estrutura da ciência no filme por meio do estudo do contexto de produção e da análise dos elementos cinematográficos empregados. Foram analisados quatro elementos cinematográficos: planos, figurinos, cores, enquadramentos e ângulos de filmagem. A partir desse estudo, identificamos possibilidades para discussões ricas sobre ciências, visões de mundo e imagens da ciência no cinema, demonstrando o que (mais) os filmes podem ensinar sobre ciências. Com isso, buscamos introduzir novas tendências para o uso do cinema em sala de aula. / Many researchers on education defend the inclusion of discussions about science in classroom contexts. Training students with this perspective can contribute to construct a less naive vision about how science works, as well as to promote a critical and reflexive attitude for students to discuss their scientific knowledge. . Science education researchers discuss the use of cinema as an important resource for the educational environment; especially to study nature of science, history of science and scientists¿ views. In this perspective, this research focused on analyzing elements of the cinematographic language presented in Gattaca (Niccol, 1997), in order to comprehend how these elements were used to express visions of science. In this dissertation, we analyzed four elements presented in Niccol¿s work: frames, clothes, colors and angles. It showed us what (more) movies can do for science education. With this work, we intend to introduce new ways of utilizing movies in the classroom.