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Within the realm of the natural sciences there are different written genres for interested readers to explore. Popular science articles aim to explain advanced scientific research to a non-expert audience while research articles target the science experts themselves. This study explores these genres in some detail in order to identify linguistic differences between them. Using two corpora consisting of over 200 000 words each, a corpus linguistic analysis was used to perform both quantitative and qualitative examinations of the two genres. The methods of analysis included word frequency, keyword, concordance, cluster and collocation analyses. Also, part-of-speech tagging was used as a complement to distinguish word class use between the two genres. The results show that popular science articles feature personal pronouns to a much greater extent compared to research articles, which contain more noun repetition and specific terminology overall. In addition, the keywords proved to be significant for the respective genres, both in and out of their original context as well as in word clusters, forming word constructions typical of each genre. Overall, the study showed that while both genres are very much related through their roots in natural science research they accomplish the task of disseminating scientific information using different linguistic approaches.

Made available in DSpace on 2016-03-22T17:26:37Z (GMT). No. of bitstreams: 1 Novo_a_ Documento do Microsoft Word.pdf: 5701 bytes, checksum: 8c73ad797e50f5954d5148b96196c580 (MD5) Previous issue date: 2011-10-10 / The discursive representations of men and women are important factors for the establishment of gender relations and of the meanings attibuted to femininity and masculinity. In order to investigate how such representations occur in articles dealing with the popularization of medical knowledge in Brazilian weekly magazines, this research analyzes six articles about heart problems published in Veja, between 1999 and 2005. The theoretical basis is Critical Discourse Analysis (Fairclough, 2001), with emphasis on the representation of social actosrs (van Leeuwen, 1997) and on transitivity (Fuzer and Cabral, 2010). After determining which social actors were (more) represented in the texts and in which ways, and identifying the types of processes attributed to them, the results have shown that women are under-represented in this kind of text, in which we find no change in the historical construction of women as the other, even when it comes to issues of health and illness / As representações discursivas de mulheres e homens são importantes para o estabelecimento de relações de gênero e para a cristalização dos significados socialmente atribuídos ao feminino e ao masculino. Buscando verificar como essas representações ocorrem no âmbito da divulgação ou popularização do conhecimento médico em revistas de circulação nacional, este trabalho analisa seis artigos sobre problemas cardíacos publicados na revista semanal Veja entre 1999 e 2005. A base teórica é a Análise Crítica do Discurso (Fairclough, 2001), com ênfase na representação dos atores sociais (van Leeuwen, 1997) e na transitividade (Fuzer; Cabral, 2010). Após verificação de quais atores eram (mais) representados, de como se efetuou essa representação e de quais processos foram a eles atribuídos, os resultados indicam uma sub-representação da mulher e nenhuma mudança na histórica construção do feminino como alteridade, mesmo em questões relativas à saúde/doença

Made available in DSpace on 2017-07-21T20:31:31Z (GMT). No. of bitstreams: 1 Juliana GELBCKE.pdf: 2272337 bytes, checksum: 26b02f2f8b96dcc29d3a661ed4069dec (MD5) Previous issue date: 2016-05-24 / Facing the great impact of the story books talking about history and thinking the journalist as a professional who does not have the same interests and theoretical and methodological concerns of academia, this research, from worries about the didactics of history (BERGMANN, 1990; RÜSEN, 2001), investigates what the journalists produce when writing about history, what kind of knowledge their productions spread in public space and how the reader relates to this knowledge. For that reason, this study analyses one of the largest sales phenomena of recent years, the book 1808 - Like a mad queen, a fearful king and a corrupt court deceived Napoleon and changed the History of Portugal and Brazil by the writer and journalist Laurentino Gomes. The book is designed as a product of the public history, which, somehow, is part of a more comprehensive historical culture. Aiming to investigate how Laurentino Gomes builds his narrative and what one can learn from it, 1808 is analysed from the three dimensions of historical culture: cognitive, aesthetic and political (Rüsen, 1994).From then, this analysis is compared with the analysis of the reader's opinion, through a questionnaire over the internet. This questionnaire was also thought from the three dimensions of historical culture and its issues were analysed based on content analysis methodology (BARDIN, 2011). It was sought to investigate, for example, the main reasons that lead the reader to be drawn by the 1808 (aesthetic dimension) if and why he trusts, or not, in this content in the book (cognitive dimension) and if he was able to take some lesson, learn something that will help him to understand / interpret better his present from the historical data available in 1808 (political dimension). As shown above, the book provides a knowledge that does not escape from the common sense of readers and dialogues with the knowledge that readers had access at school and also the one that is spread by the mainstream media. The book 1808 does not, nor intends to bring a new discussion in relation to historiographical debates, and without the same academic rigor of historians, Laurentino Gomes contributes to popularize the story in a very efficient and seductive way, paying special attention to aesthetic elements, which consist, among other things, in colloquial language, a story in the saga format with dabs of romance and fiction, the humanization and exploration of the psychological profile of the great historical characters and a touch of humour to portray some passages. Contributing therefore for the readers to approach the past, becoming eyewitnesses of history, increasing empathy at times for the past and facilitating the understanding of the historical content. On the other hand, when it overvalues the aesthetic elements, 1808 ends up committing some slips to academic eye, compromising, at times, the cognitive dimension of the work, leading, for example, some readers to make certain judgments and anachronisms. / Frente a grande repercussão dos livros-reportagem que falam sobre história e pensando o jornalista como um profissional que não possui os mesmos interesses e preocupações teórico-metodológicas da academia, esta pesquisa, a partir das preocupações com a Didática da História (BERGMANN, 1990; RÜSEN, 2001), procura investigar o que produz o jornalista quando escreve sobre história, que tipo de conhecimento as suas produções disseminam no espaço público e como o leitor se relaciona com esse conhecimento. Para isso, analisa um dos maiores fenômenos de vendas dos últimos anos, o livro 1808 - Como uma rainha louca, um rei medroso e uma corte corrupta enganaram Napoleão e mudaram a história de Portugal e do Brasil do escritor e jornalista Laurentino Gomes. O livro é pensado como um produto da história pública que, por sua vez, é parte de uma cultura histórica mais abrangente. Preocupando-se em investigar como Laurentino Gomes constrói sua narrativa e o que é possível apreender a partir dela, o 1808 é analisado a partir das três dimensões da cultura histórica: cognitiva, estética e política (RÜSEN, 1994). A partir disso, essa análise é comparada com a análise da opinião dos leitores, por meio de um questionário aplicado através da internet. Esse questionário também foi pensado a partir das três dimensões da cultura histórica e suas questões foram analisadas com base na metodologia da análise de conteúdo (BARDIN, 2011). Buscou-se investigar, por exemplo, os principais motivos que levam o leitor a ser atraído pelo 1808 (dimensão estética), se e porque ele confia, ou não, no conteúdo presente no livro (dimensão cognitiva) e se foi capaz de tirar alguma lição, aprender alguma coisa que o ajude a entender/ interpretar melhor seu presente a partir do conteúdo histórico disponível no 1808 (dimensão política). Como se pôde ver, o livro disponibiliza um conhecimento que não foge muito do senso comum dos leitores e que dialoga com aquele que tiveram acesso na escola e também com aquele que é disseminado pela grande mídia. O 1808 não traz, nem pretende trazer, uma discussão nova no que se refere aos debates historiográficos, e, sem o mesmo rigor acadêmico dos historiadores, Laurentino Gomes contribui para popularizar a história de uma maneira muito eficiente e sedutora, dando uma atenção especial aos elementos estéticos, os quais consistem, dentre outras coisas, em uma linguagem coloquial, uma história no formato de saga com pinceladas de romance e ficção, na humanização e exploração do perfil psicológico dos grandes personagens históricos e em um quê de humor para retratar algumas passagens do período. Colaborando assim para que os leitores se aproximassem do passado, tornando-se espécies de testemunhas oculares da história, aumentando em alguns momentos a empatia pelo passado e facilitando a compreensão do conteúdo histórico. Em contrapartida, ao supervalorizar os elementos estéticos, o 1808 acaba cometendo alguns deslizes aos olhos acadêmicos, comprometendo, em alguns momentos, a dimensão cognitiva da obra, conduzindo, por exemplo, alguns leitores a cometer certos juízos de valor e anacronismos.

科學概念若能有效地普及於社會大眾，可以加速跨領域知識的整合創新、提高國家的創新經濟產能，並促進社會間的對話與發展想像。因此「科學普及」（以下簡稱「科普」）是全球許多國家推動知識工程的基礎。 所謂「科普」，是把科學研究的結果用一種比較含糊的轉譯方式提供給大眾，目的在於對公眾進行教育（educate）、說服（persuade）與溝通（communicate），讓大眾能學習理解科學的內涵（learned）、具有科學思辨的能力（competent）並能夠以科學精神參與社會事務（function-in-society）；傳播媒介則是科普最好的載具。然而，科普的工作一直都有傳播內容過於生硬難懂、望之生畏的困境，無法真正達到普及的效果；學者們認為主要包含科普內容文本、讀者理解以及科學家參與推廣等層面的問題。 本文藉由量化的研究方法初探「科普讀物的圖文呈現形式」在傳播效果上對讀者「認知資訊負荷」、「態度」及「理解」的影響。同時，將讀者的「涉入感」與「先備知識」納入變項，探究讀者「涉入感」與「先備知識」的差異對於科普讀物傳播效果的影響程度。 研究者以「奈米保養化妝品」為實驗科普訊息主題，針對臺灣大學及淡江大學合計507 名的大學生，進行不同形式的科普讀物訊息實驗，並以問卷量測受試者對科普訊息主題的涉入感、先備知識，以及閱讀實驗科普訊息之後，對該訊息內容的認知資訊負荷、態度及理解程度。經過資料整理及統計分析，得到本次實驗相關結果與發現如下： 一、 本次實驗中的科普訊息使用不同圖文呈現形式，但在依變項的傳播效果上並沒有顯著的差異，顯示科普訊息的文字與圖像其實可以各自獨立。 二、 科普訊息的涉入感及先備知識均高度影響閱讀科普訊息時的認知資訊負荷、態度與理解程度；認知資訊負荷較小的科普文本，其傳播效果較好。 三、 不同性別的閱聽人，在閱讀科普訊息的認知資訊負荷、態度及理解程度上均沒有顯著的差異，打破一般認為女性不擅長科學的刻版印象。 四、 理工背景學生在閱讀科普訊息時的認知資訊負荷明顯較小，在理解程度及態度上較非理工背景的學生表現僅為稍佳。 此外，本研究發現，新世代的資訊使用行為可能受網路閱讀行為的影響，因此對科普訊息的取用方式，已轉向使用篇幅短、取用彈性大的訊息內容服務；傳統科普傳播講究循序漸近、結構完整的知識傳遞方式，如何因應新世代的資訊使用行為而調整，是未來所有科普傳播工作者思考創新發展的重要方向。 / Popular science, sometimes called science popularization or literature of science, is to transfer and translate the concepts or results of scientific researches to the public in a comparatively vague manner. It aims at educating, persuading and communicating, so that the public could be learned in understanding science, be competent in scientific thinking and be able to function in the society with a scientific spirit. The mass media is absolutely the best channel for popular science. However, most contents of popular science are very difficult to understand, and this has put popular science in a dilemma and couldn’t be “popularized” at all. Scholars believe there’re three main factors influencing the achievement of popular science: the content design, the comprehension of readers, and the participation of scientists. This article based on quantitative methods attempts to make a preliminary inquiry into the communication effect of popular science reading materials with different presentation of graphs. The audience’s “cognitive loading”, “attitude” and “understanding of the science concepts” are observed and their “sense of involvement” and “prior knowledge “ are taken into account as variables. The experiments were conducted at 2 universities in Taiwan in June, 2010. There’re 507 students exposed to 3 different types of nanoscience reading. The result indicates: 1) The communication effect of popular science’s texts and pictures could be independent from each other. 2) Audience’s sense of involvement and prior knowledge both significantly influence their cognitive load, attitude and comprehension. 3) Audience of different genders shows no significant difference in understanding popular science messages.

The principle aim of the study is to describe, analyze and problemize the ways in which television science documentaries (within a public service context) discursively represent scientific theories, research results and conclusions about the origins of human nature and the causes of human behavior. The study covers 25 programs broadcasted by SVT and UR during a period of four years,2002-2005 , and 12 additional programs are used as a basis for discussion. Most of the programs included in the study are productions purchased mainly from BBC Science. Thus, managing editors, producers and presenters were interviewed for the purpose of illuminating quality judgements and purchasing criteria. A five stage-model of critical discourse analysis has inspired the method which emphasizes the network of communicative practices in which the media text and representation are embedded. That includes media genre, production and narrative conventions as well as the wider historical, social and political/ideological context and discourse practices of which the issues represented are a part. The critical discourse analysis has been complemented by ideas about different documentary modes of representation or basic ways of organizing documentary texts in relation to certain recurrent features or conventions. In the analysis these modes have been applied to understand the degree of transparency and editorial presence and visibility in the science documentaries. The importance of the discourses presented is related to their more applied meanings. When certain descriptions, explanations and understandings of alleged human “basics” gain priority, it may affect the possibilities to define and handle very concrete social issues in a way that is inconsistent with this fundamental perspective. Thus, the ideological function of the science documentaries (as public service-program and educational media) deserves serious attention.

本研究係透過對全球暖化科普出版品的圖像再現分析，研究圖像與公眾溝通暖化議題時的角色、功能與意義，進而討論圖像設計與公眾參與間的關係發展。圖像分析的來源主要以2007年IPCC發表第四次報告後，全球暖化科學知識的發展成熟、確定人為造成暖化及國際社會採取行動等社會氛圍為觀察點，以臺灣出版市場為選材來源，蒐集13本以圖文共構為主的科普文本，取徑符號學並應用家族相似性觀點於圖像再現的分析主軸。 研究者立論與分析思維的處理方式，是以宏觀的知識社會學理論視角，先行探索全球暖化知識的認識論及其在臺灣產製的研究議題，以及科學哲學、風險社會對此知識觀點的探討，再以社會建構論的角色切入，梳理社會建構論者如何分別從規範建構與權力建構的詮釋，分析全球暖化議題與社會間的互動發展關係，並與先前闡述理論形成辯證過程。研究者接著再從媒體再現全球暖化議題的相關研究，進行資料蒐集與分析，討論過去在風險議題下圖像被賦予的角色與功能。最後，研究者據成因面、影響面與解決面為圖像所依附的敘事架構，整理分析出各面向下圖像家族再現的論述主題、議題與意義，將其結果分析與處理後，再與先前的學理對話，形成本研究的發現與結論。 本研究發現成因面圖像多再現科學共識，影響面圖像側重全球暖化帶來的災難事件及不確定性，解決面圖像則再現技術與行為規範的論述。在圖像輔助文本論述的角色界定下，各方面有以下特徵與意義： 首先，文本在描述科學事實與因果關係時，圖像再現會顯示科學文化圈的慣用符碼，如模型、數字、圖表、科學家研究的歷史相片等融入圖像再現，形塑能摒除懷疑、建構嚴謹可信的知識論述。 其次，解釋全球暖化影響時，圖像再現則傾向表現災難正在發生，在各地不斷游移與變動的不確性，來表徵全球暖化風險的系統性與連鎖效應。圖像再現會善用人們認知習慣上的比較手法、恐懼符碼來建構意義：直接影響面上，會以比較法配合描述改變中的自然景觀（融冰、海平面上升），或是各地災難事件的受創場景，以輔助闡述暖化持續進行的現象，並構連宗教文化的神話系統，象徵人類的罪與罰，以激起行動與重生的意念；衍生影響面上，圖像再現則以恐懼相反的修辭策略，如美麗、平和與可愛的動植物圖像及依賴自然生活與生存的人們、文化古都等景觀，搭配控訴暖化破壞的書寫，以建構等待救援受難的他者，圖像在散發出美感外隱藏生命共同體的道德訊息。 最後，文本在議論如何解決風險社會中複雜的系統性利益與需求問題時，再生能源的技術就在其中扮演著關鍵性的工具角色，其中又以太陽能、風能等圖像較常被引用。圖像再現則以車、房為載體，將回收技術、再生能源科技、生態技術的想像與論述置入其中，提供接受科技治理而無須改變現有生活的價值與態度。但是，風車圖像所再現的風場與發電廠，隱藏高技術門檻及科技專家治理的形態，隱藏由政府、產業與科技專家共治的大治理論述；而方舟圖像再現意指科學或科技行動須集思廣益才能事竟其功。在行為規範面，圖像再現節能減碳、綠化環境的行為圖標，輔助個人參與適應暖化行動論述，抗爭與遊行圖像的再現則指涉公眾參與科技民主的一種形式，卻忽略其他多元參與論述的圖像。上述研究發現與學理概念對照與分析後，本研究從公眾參與角度提出以下科普圖像設計的實務建議與創新見解： （一）圖像設計可減少註解式的圖文關係，以故事發揮圖像敘事潛能。 （二）公眾涉入感為理念，設計與公眾生活脈絡相關的圖像與論述。 （三）公眾能動性為理念，邀非專家設計圖像，建立情感與認知連接點。 （四）圖像用以轉化公眾的願景，專家與公眾共構小治理規劃的實踐。 公眾解讀科普與參與傳播，則能豐富媒體素養教育的理論的實踐範疇，圖像則發揮圖像激勵公眾參與的潛能。 / This study examines the roles, the functions, and the significance of images for communication with the public on global warming issues by analyzing image representations of popular science publications on global warming. The study also discusses the relationship development between image design and public participation. According to the study’s findings of popular science images, "cause images" represent scientific consensus, "effect images" correspond to catastrophic events and uncertainties resulting from global warming, and "resolution images" signify the descriptions of technologies and the norms of behaviors. Under the current defined role of images for the supporting text, we observe the following characteristics. First, when describing scientific facts and the cause-and-effect relationships in the content, the representing images of the symbols commonly used by the science culture circle, which include models, numbers, figures/tables, and historical photos, eliminate doubt and allow for the construction of significant and credible knowledgeable narratives. Second, when explaining the impact of global warming, the representing images often lean towards showing the shifting and changing uncertainties caused by disasters that are occurring in order to signify the systems and the chain reactions produced by the risks of global warming. Third and lastly, the study also explores the key roles of sustainable energy technologies for solving the problems of complex systems and the needs of society. The most common images cited are those of solar energy and wind energy. After the comparison and analysis of the abovementioned findings and the concepts of various theories, we provide practical suggestions and innovative insights for a scientific image design from the public participation perspective as follows. (1) Image design can reduce the needs for image annotation, and story-centered images retain great potential for illustration. (2) Public participation shall be considered as the basis for designing public life-correlated images and narratives. (3) Experts should design images based on the concept of public dynamics so as to establish a connection between emotion and recognition. (4) For the transformation of public thought using images, experts and the public should carry out the construction of a small plan together. The public perception of science and public participation in communication can enrich the practical areas of the theories of media literacy education. Images can additionally generate potential benefits through design of public participation.

Made available in DSpace on 2015-03-26T13:33:45Z (GMT). No. of bitstreams: 1 texto completo.pdf: 1749897 bytes, checksum: 58bea367bbd1b20aa2296e40b198fb66 (MD5) Previous issue date: 2011-07-06 / Information and knowledge are the primary raw materials to the technological and social development in contemporary society. New information and communication technologies play a central role in this picture. The Internet, and especially the Web, is the main responsible for this quiet revolution. Since its introduction in Brazilin the 1990s, the Web has attracted interest as a mean of communication, information and interaction between people, institutions and professionals from various fields, including agricultural extension and agricultural research. In this scenario, this study had the objective to verify how the Web is being appropriated by the public or private technical advice and extension agents that work with dairy farmers in two micro regions of Minas Gerais. The study analyze if the extension agents use Web as a tool to facilitate their activities and to support the process of communication and interaction with research, especially with Embrapa Dairy Cattle and the site as a virtual vehicle to disseminate scientific information. The research methodology is descriptive and exploratory, it was used a person to person semi-structured interview. Among the result a highpoint is the fact that the Web is more used by the extension agent as a channel of scientific-technical, rather than training and interaction environment. Regarding the Embrapa Dairy Cattle, the results show that it is necessary to streng then the relationship with extension agents and that the physical distance is an important barrier to that goal. The improvement of the interaction of researchers and extension agents can bring benefits such as researches that better fit the real needs of different levels of dairy farmers, especially small and family farmers, which are most of the Brazilian farmers. With regard to the Embrapa Dairy site, despite being agreat vehicleto disseminate scientific and technical information today, still needs to be are thought and reinvented to be an effective channel between the Embrapa Dairy Cattle and extension agents, since extension agents consider the information in the Embrapa site as relevant, reliable and updated. The conclusion is that Web offers several possibilities for technical updating as well as for information, communication and training environment, by shortening the distance between source and receiver, minimization of resources, and mutual cooperation for the construction of knowledge in virtual collaborative networks. However, there are still many technical and cultural barriers and limitations before this technology is really incorporated into the daily work of these extension agents. Among them the infrastructure access for connection in the cities and therefore for the Extension Companies; the need to train extension agents to use this tool as well as the incentive to use the technology by the Extension Companies. / Na sociedade contemporânea, as novas tecnologias da informação e comunicação possuem um papel central, na medida em que a informação e o conhecimento são as matérias-primas primordiais ao desenvolvimento tecnológico e social. A Internet e especialmente a Web são as principais responsáveis por esta revolução silenciosa. Desde sua criação e introdução no Brasil, na década de 1990, a Web vem despertando interesse como meio de comunicação, de informação e de interação entre pessoas, instituições e profissionais de diversas áreas, incluindo a extensão rural e a pesquisa agropecuária. Neste contexto, este estudo buscou verificar como a Web está sendo apropriada por agentes de assistência técnica e extensão rural, pública e privada, que trabalham com produtores de leite de duas microrregiões de Minas Gerais, apresentando-se como instrumento facilitador para a realização de suas atividades e para apoio ao processo de comunicação e interação com a pesquisa, principalmente no que se refere à Embrapa Gado de Leite e seu site, veículo virtual de divulgação científica. Esta pesquisa é do tipo descritiva e utilizou-se de questionários estruturados e aplicados por meio de entrevista presencial. Os dados foram cruzados por meio do programa estatístico para as ciências sociais (SPSS) e analisados pelo confrontamento com o referencial teórico apresentado. Entre os resultados obtidos, destaca-se o fato de que a Web está sendo mais apropriada pelos extensionistas como canal de informação científico-técnica, não sendo aproveitadas as potencialidades como ambiente de capacitação e interação. Com relação à Embrapa Gado de Leite, os dados mostram que há necessidade de se estreitar o relacionamento com os agentes de Ater, e que a distância física ainda é uma barreira importante neste sentido. Os extensionistas acreditam que a melhoria da interação destes dois atores pode trazer benefícios como o desenvolvimento de pesquisas mais compatíveis com as reais necessidades dos diferentes níveis de produtores de leite, especialmente os pequenos pecuaristas familiares que são a maioria dos produtores brasileiros. No que se refere ao site da Embrapa Gado de Leite, apesar de ser reconhecido como ótimo veículo de divulgação científico-técnica na atualidade, ainda necessita ser repensado e reformulado, com relação à interatividade e conteúdo, para ser um canal efetivo entre a Embrapa Gado de Leite e os extensionistas, já que, no geral, as informações veiculadas pelo site da Empresa são vistas como relevantes, confiáveis e atualizadas por este público. Conclui-se, portanto, que as potencialidades apresentadas pela Web para a extensão rural como os ambientes de informação, comunicação e capacitação trazem diversas possibilidades de atualização técnica e treinamento, pelo encurtamento das distâncias entre fonte e receptor; minimização de recursos; e benefícios visualizados como os espaços de interação mútua e de construção de conhecimento pela cooperação virtual em redes colaborativas. Porém, há barreiras e limitações de ordem técnica e cultural para que esta tecnologia seja realmente incorporada no cotidiano profissional dos agentes de Ater; entre elas está a precária infraestrutura de acesso e conexão nos municípios e consequentemente nestas organizações, bem como a necessidade de capacitação do extensionista para utilizar esta ferramenta, além do incentivo ao uso efetivo desta tecnologia por parte das próprias organizações de Ater.

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 2016-06-02T20:34:45Z (GMT). No. of bitstreams: 1 5329.pdf: 4059515 bytes, checksum: 4acf88db1e2522c05bfe8839ed3eecc7 (MD5) Previous issue date: 2012-05-18 / Universidade Federal de Minas Gerais / In recent years, researchers in science education have showed the potential of popular science texts (PST) to promote several benefits to students. Thus, investigated in this work aspects that may contribute to the discussion about the didactic use of PST in teaching chemistry. By the way, the main objectives of this work are: to select and to analyze articles published into Ciência Hoje Magazine from 2004 to 2009 witch aim was to discuss some of their features; elaborate and analyze a didactic strategy with PST, in order to understand the functioning of reading the same in the classroom; investigate the trajectory of pre-service chemistry teachers during of the preparing and implementing PST classes making. The articles were analyzed according to the content and the structure based on an analytical tool proposed by Kawamura and colleagues and the characteristics of popular scientific discourse according to Zamboni's considerations. This analysis revealed that the articles have different characteristics, although the same conditions of production, specifically with the features of scientific, didactic and laic discourses. These distinctions are positive considering that their didactic possibilities provided that they allow the teachers to be aware of those characteristics and select texts in accordance with to their didactic goals. The trajectory analysis of pre-service chemistry teachers, we made considerations about the chosen PST, their pedagogical aim, the strategies designed to make use of PST and its functioning in the classroom. Also presented the results of the three trainees preparing and practice using PST in classroom and the types of discourses appropriated by students chemistry teacher, which was based on Discourse Analysis French Line, specifically discourse typology, developed by Orlandi. The typology results demonstrated transitions from a pedagogic discourse, predominantly authoritarian, to a polemical discourse, the suggested a teaching practice not centered on the teacher. The results from the measures in high school with PST, based on the discourse typology and authorship, beyond Orlandi s author conception, showed that the interactions established between students and teacher in the moment of the reading and the discussion about PST. It was used as a basis for encouraging discussions and contextualization the theme. The conditions of production do not favored the charging of unique responses, practice which promotes the exercise of repetition without reflection. In students' written production was possible perceive meanings expanded about the studied theme. The impressions of students about the teaching proposal demonstrate their good reception of it and indicate their contributions. / Nos últimos anos, pesquisadores da área de educação em ciências têm apontado as potencialidades de textos de divulgação científica (TDC) na promoção de diversos benefícios aos estudantes. Dessa forma, investigamos nesta tese aspectos que podem contribuir para a discussão a respeito do uso didático de TDC no ensino de química. Nessa perspectiva, os principais objetivos deste trabalho foram: selecionar e analisar artigos publicados na revista Ciência Hoje entre 2004 e 2008, relacionados à química, com a finalidade de discutir suas características; elaborar e analisar uma estratégia didática com TDC, tendo em vista a compreensão do funcionamento da leitura dos mesmos em ambientes de ensino; realizar ações em disciplina de Prática de Ensino de Química que permitissem o conhecimento das percepções e estratégias didáticas dos licenciandos frente ao uso de TDC no ensino de química. A análise dos artigos foi realizada com base em instrumento proposto nos trabalhos de Kawamura e colaboradores, nos quais são considerados o conteúdo e a forma dos textos, e nas considerações de Zamboni sobre características do discurso da divulgação científica. Esta revelou que, embora submetidos às mesmas condições de produção, os artigos apresentam características distintas, principalmente com relação aos diferentes graus de cientificidade, didaticidade e laicidade. Tais distinções constituem um aspecto positivo do ponto de vista das suas possibilidades didáticas, pois permitem ao professor tomar conhecimento dessas características e eleger textos adequados aos seus objetivos de ensino. Na análise da trajetória de licenciandos em química durante a preparação e execução de seus estágios de regência usando TDC, apresentamos discussões sobre os textos escolhidos, os objetivos explicitados nos projetos de regência e as estratégias traçadas. Apresentamos também a análise das regências de três licenciandos, especialmente com relação aos tipos de discursos apropriados ao longo das aulas, com base na Análise de Discurso francesa, especialmente a noção de tipologia do discurso desenvolvida por Orlandi. A análise nos permitiu identificar a ocorrência de deslocamentos do discurso pedagógico autoritário para um discurso que tende ao polêmico, sugestivo de uma prática docente não centralizada na figura do professor. A partir da análise dos dados provenientes das intervenções realizadas em disciplina de química do ensino médio pautada no uso de TDC, também ancoradas na noção de Tipologia do Discurso, além da ideia de Autoria difundida por Orlandi, foi possível vislumbrar as interações estabelecidas entre alunos e professor durante a leitura e discussão do TDC, o qual foi utilizado como elemento desencadeador de discussões e contextualizações do tema estudado. As condições de produção estabelecidas proporcionaram um ambiente onde não prevaleceu a cobrança de respostas únicas, as quais favorecem o exercício da repetição sem reflexão. Nas produções escritas dos alunos foi possível perceber significados ampliados sobre o tema estudado. As impressões dos estudantes sobre a proposta de ensino demonstraram sua boa receptividade, bem como apontaram suas contribuições.