Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-16T18:08:38Z No. of bitstreams: 2 Cassiane_Benassi2016.pdf: 1653517 bytes, checksum: a0be53afb080627fc8e7f0b4f957268e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-16T18:08:38Z (GMT). No. of bitstreams: 2 Cassiane_Benassi2016.pdf: 1653517 bytes, checksum: a0be53afb080627fc8e7f0b4f957268e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-05-06 / Science is part of the culture built by the society over the years, and is a way of observing the world, to understand, to criticize and value. It can be said that one of the purposes of teaching Science in schools is the cultural transmission of knowledge, based on the prior knowledge, being it from a common sense, religious or mythical by the student to scientific knowledge. It must be considered the role of communication in the construction and evaluation of knowledge, considering the language as one of the main aspects for Science, for Education and for the Science Education. Starting from this context, the aim of this research was do an analysis with students of the third year of high school in five schools of the network State education of Cascavel, PR, Brazil, on the extent of interest, information and knowledge of science and the effects on their attitudes towards the society. The work involved, beyond the field research, literature review in articles, scientific journals, theses and indicators of public perception of national and international Science and a comparative with researches in the school environment. Questionnaires were applied to 261 students and interviews were made with a sample of these, in order to seek evidence of how is happening the formation of scientific culture in the school environment and the reflections caused by the production of knowledge looking beyond the school walls. In the data analysis were established categories based on content analysis according to Bardin (2011) through some convergences and divergences of opinion about Science, religion and scientific knowledge of students. With that information, it was possible to observe that the interviewed students have a naive and stereotypical view of the scientist and the experimental activity, they also have an empiricist view of science. The students show interest for science and technology, but do not associate the responses to everyday life. They highlight the needs of an significant education in school, a greater investment in education and in teacher training, generating behaviors contextualized from these professionals in Science classes. / A ciência faz parte da cultura construída pela sociedade ao longo dos anos, e é uma forma de observar o mundo, de entender, de criticar e de valorizar. Pode-se afirmar que uma das finalidades de ensinar ciências nas escolas é a transmissão cultural do conhecimento, partindo do conhecimento prévio, seja ele do senso comum, religioso ou mítico do estudante para conhecimento científico. É preciso considerar o papel da comunicação na construção e avaliação do conhecimento, sendo a linguagem um dos principais aspectos para a ciência, para a Educação e para o Ensino de Ciências. Partindo desse contexto, pretendeu-se, com esta pesquisa, fazer uma análise com estudantes do 3º ano do Ensino Médio de cinco escolas da rede estadual de Cascavel/PR, sobre o grau de interesse, informações e conhecimentos da ciência e os reflexos sobre suas atitudes perante a sociedade. O trabalho envolveu, além da pesquisa de campo, revisão bibliográfica em artigos, revistas científicas, teses e indicadores da percepção pública da ciência nacionais e internacionais e um comparativo com pesquisas de âmbito escolar. Foram aplicados questionários a 261 estudantes e realizadas entrevistas com uma amostra deles, com o intuito de buscar indícios de como está ocorrendo à formação da cultura científica no ambiente escolar e os reflexos causados pela produção do conhecimento com olhares para além dos muros da escola. Na análise dos dados foram estabelecidas categorias com base na análise de conteúdo segundo Bardin (2011) através de algumas convergências e divergências de opinião sobre a ciência, religião e conhecimento científico dos estudantes. Com essas informações foi possível observar que os estudantes entrevistados possuem uma visão ingênua e estereotipada do cientista e da atividade experimental, além de também possuírem uma visão empirista da ciência. Os estudantes demonstram interesse por Ciência e Tecnologia, mas não associam as respostas ao cotidiano. Evidenciam, assim, as necessidades de um ensino significativo nas escolas, um investimento maior na educação e na formação dos professores, para gerar condutas contextualizadas dos profissionais nas aulas de Ciências.

The aim of this qualitative study was to explore research assistants&rsquo / opinions regarding the courses they take during their graduate study in terms of improving their science perception and research skills. The research questions include research assistants&rsquo / assessments about the effectiveness of graduate courses on research skills and science perception, their evaluation of the graduate programs in terms of improving science perception, and their suggestions on the improvement of the quality of the graduate program regarding science perception and research skills. The sample for the present study contains 12 interviewees from four different v institutes of Middle East Technical University. The interviewees are all PhD candidates at METU. The sample was chosen by using purposive sampling. In this study, the data collection instrument was a semi-structured interview guide designed by the researcher. There were 8 main questions and 9 sub-questions. The collected data was analyzed through content analysis. The results of the study are presented under four main themes, which were derived from the research questions. First theme was the assessment of research skills which was about usefulness of courses, competence about research methods, reasons for not taking courses, problems because of not taking them. The second theme was the assessment of science perception which was about contributions of courses, reasons for not taking courses. The third theme was the evaluation of the graduate programs which consisted of should-be-developed and positive aspects. The last theme was about suggestions which could be realized by university administration and by personal efforts. In conclusion, the findings revealed that the research assistants are aware of the importance of research methods course for enhancing research skills, and of effectiveness of history and philosophy of science course regarding the improving of science perception. In this respect, based on literature review and the research assistants&rsquo / views it is suggested that history and philosophy of science course utilizing explicitly-reflective inquiry approach should be included curriculum of graduate programs.