Franklin H. Portugal and Jack S. Cohen. / Includes bibliographical references and index.

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-11-28Bitstream added on 2014-06-13T19:11:35Z : No. of bitstreams: 1 mattiazzocardia_e_me_bauru.pdf: 1559863 bytes, checksum: 08b93981a0965d3a5a307d8738f86ec0 (MD5) / Nos cursos de ciências biológicas, os tópicos de estudo estão subdivididos em conteúdos básicos e conteúdos específicos. Entre os básicos considerados fundamentais estão os conhecimentos matemáticos. A questão que esta pesquisa procurou responder foi: quais conteúdos de matemática são mais adequados para auxiliar no entendimento dos processos e padrões biológicos estudados pelos alunos durante o curso? A pesquisa envolveu análise direta de documentação, nela incluídos questionários aplicados a 171 pessoas envolvidas com o tema, entre professores, alunos e biólogos, e pesquisa documental indireta pela análise de livros de biologia e de projetos de ensino de 5 estabelecimentos que mantêm cursos de ciências biológicas. Complementa a pesquisa o resultado de consulta feita a 256 alunos ingressantes nos referidos cursos a respeito do que julgam conhecer da matemática estudada anteriormente ao ingresso em curso superior. O conjunto dos levantamentos efetuados oferece subsídios para a escolha adequada dos conteúdos de matemática a serem abordados em cursos de ciências biológicas propiciando condições para que a escola possa melhor desempenhar o seu papel mediador na transformação dos conhecimentos do cotidiano em conhecimentos específicos / In biological sciences courses, the teaching topics are divided in basic contents and specific contents. Among the basic ones considered fundamental are the ones related to mathematics knowledge. The issue for this research is: what are the most adequate mathematics contents to help the understanding of biological process and patterns studied in the course? The research involved direct analysis of documentation, including questionnaires applied to 171 people involved with the subject, among teachers, students and biologists, and indirect documental research through the analysis of biology textbooks and teaching plans from 5 colleges that offer biological sciences courses. The research also provides the result of an inquiry to 256 freshmen from those courses in relation to what they suppose do know about mathematics studied before they entered college. The data collected offered subsidies for the adequate choice of mathematics contents to be approached in biological sciences courses, allowing the schools to improve their role as mediators in the transformation of daily knowledge into scientific knowledge

Även om bevarandebiologi finner sina rötter inom ekocentrismen, är bevarande idag oförnekligt centrerat runt människan och hennes behov. En del forskare menar dock att detta synsätt kan komma att underminera syftet med bevarande. I en snabbt förändrande värld med klimatförändringar och förlust av biologisk mångfald har biologers roll aldrig varit viktigare, inte minst blivande biologer. Men vad anser biologer att syftet med bevarande är? Syftet med denna studie är att undersöka om biologers och biologistunders anledningar till bevarande är grundade i mer ekocentriska eller antropocentriska värderingar, samt om det finns några generationella skillnader mellan dessa grupper. Vidare undersöks även om det finns några skillnader i hur biologigemenskapen känner på det personliga planet och hur de anser man bör agera i praktiken. För att svara på dessa frågor framställdes en webbaserad enkät som över 300 arbetande biologer samt biologistudenter på universitetsnivå svarade på. Varje deltagare fick en poäng för ekocentrism utifrån deras svar på enkätfrågorna för att underlätta kvantitativa statistiska analyser. Majoriteten av deltagarna visade över lag på en stark benägenhet mot ekocentriska värderingar när det kommer till syftet med bevarande. Den statistiska analysen visade inte någon signifikant skillnad i poäng för ekocentrism mellan arbetande biologer och biologistudenter eller mellan generationer. Deltagarna uttryckte även en skillnad i deras personliga värderingar, som lutade mer mot ekocentriska värdegrunder, jämtemot hur man bör utföra naturvårdsåtgärder i praktiken, där ett mer antropocentrisk och monetärt perspektiv ansågs användbara och i vissa fall nödvändiga. Bevarandeetik är långt ifrån en simpel dikotomi mellan ekocentrism och antropocentrism, och de kan lätt bli komplext med tanke på alla olika involverade intressenter. Biologers idéer om att en antropocentrisk utgångspunkt är det bästa eller enda sättet att förmedla naturens värde till allmänheten, organisationer eller myndigheter riskerar att vara kontraproduktivt för det långsiktiga syftet med bevarande. Det resurstörstiga vinstbaserade samhället vi är en del av kommer inte att förändras över natt, men vi kan definitivt utbilda och uppmuntra både unga som gamla till naturupplevelser i hopp om att skapa en bättre förståelse om och relation till naturen. Inte minst borde vi uppmuntra biologer att agera utifrån deras ekocentriska värderingar. / Even though conservation finds its roots in ecocentrism, the main reasons for protecting nature today are undeniably centered around humans and their needs. Some scientists argue that this way of regarding nature might undermine the purpose of conservation. In a rapidly changing world with climate change and an ongoing loss of biodiversity the biologist’s role has never been more important, particularly future biologists. But what are biologist’s reasons for preserving nature? This study aims to better understand if professional biologists’ and biology students’ reasons for conservation are based on more ecocentric or anthropocentric values, and if there are any generational differences among these groups. Furthermore, it aims to find out if there are any differences in how biologists personally feel and how they think one should act when implementing conservation measures. To answer these questions an online questionnaire was created and answered by over 300 university-level biology students and professional biologists. Each participant was then given a score for ecocentrism based on their answers to the questionnaire, to facilitate quantitative statistical analyses. Most participants showed a strong overall inclination towards ecocentric values regarding the purpose of conservation. The analysis showed no significant difference in the score for ecocentrism between either students and working biologists nor among generations. The participants also expressed a difference in their personal values, which leaned more towards ecocentric values, versus how one should act, where they saw the usefulness of an anthropocentric and economic way of valuing nature. Conservation values are anything but a simple dichotomy between ecocentrism and anthropocentrism, and they can easily become complex with the many different stakeholders involved. Biologists’ beliefs that an anthropocentric approach might be a good way, sometimes the only way, to make the general public, organizations or governments understand the value of nature might be counterproductive to the purpose of conservation. The resource hungry profit-based society we are a part of will not change overnight, but we can certainly educate and encourage young and old people to experience nature in the hope of creating a better understanding and bond with nature and nevertheless encourage biologists to act upon their ecocentric values.

This dissertation focuses on the life of Dixy Lee Ray as it examines important developments in marine biology and biological oceanography during the mid twentieth century. In addition, Ray's key involvement in the public understanding of science movement of the 1950s and 1960s provides a larger social and cultural context for studying and analyzing scientists' motivations during the period of the early Cold War in the United States. The dissertation is informed throughout by the notion that science is a deeply embedded aspect of Western culture. To understand American science and society in the mid twentieth century it is instructive, then, to analyze individuals who were seen as influential and who reflected widely held cultural values at that time. Dixy Lee Ray was one of those individuals. Yet, instead of remaining a prominent and enduring figure in American history, she has disappeared rapidly from historical memory, and especially from the history of science. It is this very characteristic of reflecting her time, rather than possessing a timeless appeal, that makes Ray an effective historical guide into the recent past. Her career brings into focus some of the significant ways in which American science and society shifted over the course of the Cold War. Beginning with Ray's early life in West Coast society of the 1920s and 1930s, this study traces Ray's formal education, her entry into the professional ranks of marine biology and the crucial role she played in broadening the scope of biological oceanography in the early 1960s. The dissertation then analyzes Ray's efforts in public science education, through educational television, at the science and technology themed Seattle World's Fair, and finally in her leadership of the Pacific Science Center. I argue that Ray was ideally suited to promote a dominant conception of a socially useful and instrumental form of science that lay at the core of the public understanding of science through the 1960s. These efforts in the public understanding of science reflected a broad endeavor among scientists to spread knowledge about and values of modern science from elite American society to a broader public. The dissertation concludes with a short examination of Ray's neutral gendered identity which, considered within the largely masculine context of science, played a significantly role in the successes of her professional career. / Graduation date: 2006

Master's paper (M.S.I.S.)--University of North Carolina at Chapel Hill, 2003. / "January 2003." Bibliography: p. 32-33. Also available in PDF via the World Wide Web.

Orientador: Mara Sueli Simão Moraes / Banca: Eduardo Pereira Cabral Gomes / Banca: José Roberto Boettger Giardinetto / Resumo: Nos cursos de ciências biológicas, os tópicos de estudo estão subdivididos em conteúdos básicos e conteúdos específicos. Entre os básicos considerados fundamentais estão os conhecimentos matemáticos. A questão que esta pesquisa procurou responder foi: quais conteúdos de matemática são mais adequados para auxiliar no entendimento dos processos e padrões biológicos estudados pelos alunos durante o curso? A pesquisa envolveu análise direta de documentação, nela incluídos questionários aplicados a 171 pessoas envolvidas com o tema, entre professores, alunos e biólogos, e pesquisa documental indireta pela análise de livros de biologia e de projetos de ensino de 5 estabelecimentos que mantêm cursos de ciências biológicas. Complementa a pesquisa o resultado de consulta feita a 256 alunos ingressantes nos referidos cursos a respeito do que julgam conhecer da matemática estudada anteriormente ao ingresso em curso superior. O conjunto dos levantamentos efetuados oferece subsídios para a escolha adequada dos conteúdos de matemática a serem abordados em cursos de ciências biológicas propiciando condições para que a escola possa melhor desempenhar o seu papel mediador na transformação dos conhecimentos do cotidiano em conhecimentos específicos / Abstract: In biological sciences courses, the teaching topics are divided in basic contents and specific contents. Among the basic ones considered fundamental are the ones related to mathematics knowledge. The issue for this research is: what are the most adequate mathematics contents to help the understanding of biological process and patterns studied in the course? The research involved direct analysis of documentation, including questionnaires applied to 171 people involved with the subject, among teachers, students and biologists, and indirect documental research through the analysis of biology textbooks and teaching plans from 5 colleges that offer biological sciences courses. The research also provides the result of an inquiry to 256 freshmen from those courses in relation to what they suppose do know about mathematics studied before they entered college. The data collected offered subsidies for the adequate choice of mathematics contents to be approached in biological sciences courses, allowing the schools to improve their role as mediators in the transformation of daily knowledge into scientific knowledge / Mestre