the study explores learning-style preferences of journalism students to determine the differences in learning-style preferences between journalism students with internship experience and those without internship experience, and the association of selected demographic factors.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Willing for a critical review of vocational training at the University, trough the approaching of graduation students to the reality of agrarian reform settlements, arises in the 80s in Brazil, the Interdisciplinary Internship Experience (EIV). The EIVs purpose is to bring closer the academic degree of reality of agrarian reform settlements, by living in family farmers' homes, seeking for critical reflection of vocational training at the University. Described as a singular experience and an alternative to conventional training offered by universities, the EIVs presents as they particularity their organization, from student initiatives and coordinated with Field's Social Movements (MSC), with the collaborative participation of University professors, government agencies and trade unions, using alternation pedagogy method. The goal of this study was to analyze the EIV as a way of knowing the reality of agrarian reform settlements , through the pedagogy of alternation method, from the perspective of Communicative Action of Habermas (2012) and Ecology of Knowledge of Santos (2002). To achieve these goals, a qualitative research was performed, through participant observation during the organization and implementation of the 10th EIV-SM, semi-structured interviews with trainees of the 10th EIV and participants from previous editions of EIV. It was observed that the EIV is contributing on the knowledge of the reality of agrarian reform settlements, enabling students to reflect about their professional formation. / Buscando por uma reflexão crítica da formação profissional na Universidade, através da aproximação de acadêmicos da graduação da realidade de assentamentos de reforma agrária, surge na década de 80 no Brasil, os Estágios Interdisciplinares de Vivência (EIV). Os EIVs têm como objetivo aproximar os acadêmicos de graduação da realidade de assentamentos de reforma agrária, a partir da vivência em casas de agricultores familiares, buscando a reflexão crítica da formação profissional da Universidade. Caracterizado como uma experiência singular e alternativa à formação convencional oferecida pelas Universidades, os EIVs apresentam como especificidade a sua organização partir de iniciativas estudantis, articuladas com os Movimentos Sociais do Campo (MSC), com a participação colaborativa de professores Universitários, órgãos governamentais e Entidades Sindicais, utilizando do método da pedagogia da alternância. Este trabalho teve como objetivo, analisar o EIV como um espaço que possibilita o conhecimento da realidade dos assentamentos de reforma agrária, através do método da pedagogia da alternância, sob a ótica do Agir Comunicativo de Habermas (2012) e da Ecologia dos Saberes de Santos (2002). Para atingir os objetivos, realizou-se uma pesquisa qualitativa, através da observação participante no período de organização e realização do 10º EIV- SM, entrevistas semiestruturadas com os estagiários do 10º EIV e participantes de edições anteriores do EIV. Observou-se que o EIV esta contribuindo no conhecimento da realidade dos assentamentos de reforma agrária, possibilitando aos estudantes a reflexão em relação a sua formação profissional.

In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.

In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.