Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus Sorocaba |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGEd-So
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/16923 |
Resumo: | A functioning democracy requires citizen participation in questions of science and technology (S&T). The attitudes of beginning Pedagogy students towards S&T are relevant because as prospective teachers they will influence future generations of school children. Their attitudes will influence their actions in the classroom. Therefore, the objectives of this study were to examine the opinions and attitudes with regard to S&T of students beginning a Pedagogy course at a public federal university, in the interior of San Paulo state. Students began their studies in 2020 and 2021. Data were analyzed qualitatively and quantitatively. The perceptions of S&T by the public were analyzed in relation to existing research, including perceptions of pedagogy students. The group analyzed represented 74% of the beginning students. The data collected in the first semester of 2021 were obtained from a structured questionnaire. Based on previous research in public education undertaken in Brazil in 2015, a Likert scale was used. A socioeconomic survey was also undertaken. Students responded to the two questionnaires during synchronous sessions on the Google Meet platform. Descriptive statistical analyses were applied using the IMB Statistical Package for the Social Sciences (SPSS). The majority of the students were feminine (87% of the total). The students were between 17 and 24 years old. They belonged to classes C and D, had no classroom experience, and the majority had attended public schools. Positive visions of S&T were held by all groups. The research showed that the students were interested in themes in S&T, but did not consider themselves well informed about them. Students showed little participation in scientific-cultural activities. The students investigated use the internet, TV and newspapers to inform themselves about S&T. On the internet the students mainly used Instagram. Twitter and Facebook were also used. In addition, the study showed that they trust scientists, who are considered to be intelligent, but demonstrates the desire for greater citizen participation in decisions about questions of S&T. Considering topics in S&T, the study showed that the students trust universities, public research bodies, hospitals and museums. In addition, despite half of the students considering themselves religious, the great majority demonstrate low confidence in churches with regard to topics in S&T. The results obtained here contribute to the knowledge of perceptions of such teachers and, thus, may help in the formulation of better practices for such courses. The results of this study may also contribute to actions for the popularization of science and the formulation of public education policy. |
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Ferreira, Maria LuizaGebara, Maria José Fontanahttp://lattes.cnpq.br/6585493065968961Moraes, Letícia Estevãohttp://lattes.cnpq.br/4358189417039369https://lattes.cnpq.br/62310306013245192022-10-24T14:55:26Z2022-10-24T14:55:26Z2022-08-24FERREIRA, Maria Luiza. Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16923.https://repositorio.ufscar.br/handle/ufscar/16923A functioning democracy requires citizen participation in questions of science and technology (S&T). The attitudes of beginning Pedagogy students towards S&T are relevant because as prospective teachers they will influence future generations of school children. Their attitudes will influence their actions in the classroom. Therefore, the objectives of this study were to examine the opinions and attitudes with regard to S&T of students beginning a Pedagogy course at a public federal university, in the interior of San Paulo state. Students began their studies in 2020 and 2021. Data were analyzed qualitatively and quantitatively. The perceptions of S&T by the public were analyzed in relation to existing research, including perceptions of pedagogy students. The group analyzed represented 74% of the beginning students. The data collected in the first semester of 2021 were obtained from a structured questionnaire. Based on previous research in public education undertaken in Brazil in 2015, a Likert scale was used. A socioeconomic survey was also undertaken. Students responded to the two questionnaires during synchronous sessions on the Google Meet platform. Descriptive statistical analyses were applied using the IMB Statistical Package for the Social Sciences (SPSS). The majority of the students were feminine (87% of the total). The students were between 17 and 24 years old. They belonged to classes C and D, had no classroom experience, and the majority had attended public schools. Positive visions of S&T were held by all groups. The research showed that the students were interested in themes in S&T, but did not consider themselves well informed about them. Students showed little participation in scientific-cultural activities. The students investigated use the internet, TV and newspapers to inform themselves about S&T. On the internet the students mainly used Instagram. Twitter and Facebook were also used. In addition, the study showed that they trust scientists, who are considered to be intelligent, but demonstrates the desire for greater citizen participation in decisions about questions of S&T. Considering topics in S&T, the study showed that the students trust universities, public research bodies, hospitals and museums. In addition, despite half of the students considering themselves religious, the great majority demonstrate low confidence in churches with regard to topics in S&T. The results obtained here contribute to the knowledge of perceptions of such teachers and, thus, may help in the formulation of better practices for such courses. The results of this study may also contribute to actions for the popularization of science and the formulation of public education policy.O objetivo deste trabalho foi investigar as opiniões, interesses e atitudes sobre ciência e tecnologia de estudantes ingressantes em um curso de Pedagogia de uma universidade pública federal, localizada no interior do estado de São Paulo, que ingressaram em 2020 e 2021. Para alcançar esse objetivo, realizamos uma pesquisa exploratória, conduzida como um estudo de caso, cujos dados foram analisados a partir de suas características quantitativas e qualitativas. A percepção da ciência foi analisada à luz da literatura existente sobre a percepção da ciência e tecnologia, relatada em pesquisas públicas nacionais e com licenciandos da Pedagogia. O grupo analisado, composto por 89 discentes, representava 74% dos discentes ingressantes. Desta forma, a pretensão desse estudo foi apontar algumas percepções destes estudantes ingressantes, a modo de descrever alguns desafios e limitações que os mesmos possam apresentar sobre ciência. Os dados coletados no primeiro período letivo de 2021 foram efetuados por meio de um questionário estruturado, em escala Likert, elaborado com base na pesquisa de percepção pública realizada no Brasil em 2015. Também foi aplicado um questionário socioeconômico. Os dois questionários foram respondidos pelos estudantes durante as aulas síncronas realizadas na plataforma Google Meet. Nas análises foram utilizadas técnicas de estatística descritiva, com apoio da ferramenta estatística Statistical Package for the Social Science (SPSS) da IBM. Os estudantes eram compostos, em sua maioria, pelo sexo feminino, representando 87% do total da amostra, jovens entre 17 e 24 anos de idade, pertencentes às classes C e D, sem experiência em sala de aula e que frequentou o ensino médio em escola pública. A pesquisa mostrou que os estudantes têm uma visão positiva da ciência e possuem interesse em temas relacionados à C&T, porém, não se consideram informados a respeito dos assuntos além de apresentaram baixa participação em atividades científico-culturais. Os ingressantes investigados utilizam a internet, tv e jornais para se informar sobre C&T, na internet utilizam principalmente o Instagram, além de demonstrarem o desejo de uma maior participação dos cidadãos nas decisões de questões sobre C&T. O estudo mostrou que os estudantes confiam nas universidades e, embora metade se considere religioso(a), a grande maioria demonstrou baixo grau de confiança nas igrejas quando tratam de assuntos C&T. Os resultados obtidos nesse estudo contribuem para o conhecimento das percepções dos ingressantes e, assim, auxiliar na formulação de melhores práticas destes cursos, além de contribuir para ações de popularização da Ciência e para a formulação de políticas públicas na educação.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)001porUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessInteresses em ciência e tecnologiaCiência e tecnologiaPercepção públicaInterests in science and technologyScience and technologyPublic PerceptionCIENCIAS HUMANAS::EDUCACAOPercepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivoPerception of science and technology of future teachers of the initial grades of elementary school: a descriptive studyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação_MariaLuiza.pdfDissertação_MariaLuiza.pdfDissertação de Mestradoapplication/pdf4627784https://repositorio.ufscar.br/bitstream/ufscar/16923/1/Disserta%c3%a7%c3%a3o_MariaLuiza.pdfcf9421207eb941967929f176991c4f2fMD51MODELO_carta-comprovanteLOGOdosPPGs -3 (3).pdfMODELO_carta-comprovanteLOGOdosPPGs -3 (3).pdfCarta Comprovante da Orientadoraapplication/pdf194920https://repositorio.ufscar.br/bitstream/ufscar/16923/2/MODELO_carta-comprovanteLOGOdosPPGs%20-3%20%283%29.pdf4d991e660d8ee953a466d3b83a3699baMD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/16923/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTDissertação_MariaLuiza.pdf.txtDissertação_MariaLuiza.pdf.txtExtracted texttext/plain262040https://repositorio.ufscar.br/bitstream/ufscar/16923/4/Disserta%c3%a7%c3%a3o_MariaLuiza.pdf.txt155b1e0b5cad170c7e6a56c2a8b0a2c3MD54MODELO_carta-comprovanteLOGOdosPPGs -3 (3).pdf.txtMODELO_carta-comprovanteLOGOdosPPGs -3 (3).pdf.txtExtracted texttext/plain1260https://repositorio.ufscar.br/bitstream/ufscar/16923/6/MODELO_carta-comprovanteLOGOdosPPGs%20-3%20%283%29.pdf.txt6820ea85c1c9f0a040ef1f8c66a42395MD56THUMBNAILDissertação_MariaLuiza.pdf.jpgDissertação_MariaLuiza.pdf.jpgIM Thumbnailimage/jpeg6178https://repositorio.ufscar.br/bitstream/ufscar/16923/5/Disserta%c3%a7%c3%a3o_MariaLuiza.pdf.jpg939cff0be31a8eea3bfd591d711ad78bMD55MODELO_carta-comprovanteLOGOdosPPGs -3 (3).pdf.jpgMODELO_carta-comprovanteLOGOdosPPGs -3 (3).pdf.jpgIM Thumbnailimage/jpeg8157https://repositorio.ufscar.br/bitstream/ufscar/16923/7/MODELO_carta-comprovanteLOGOdosPPGs%20-3%20%283%29.pdf.jpg1b90b6bf108624fb5e726ffe4a05ac48MD57ufscar/169232022-10-25 03:38:46.127oai:repositorio.ufscar.br:ufscar/16923Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T13:04:47.718604Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo |
dc.title.alternative.eng.fl_str_mv |
Perception of science and technology of future teachers of the initial grades of elementary school: a descriptive study |
title |
Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo |
spellingShingle |
Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo Ferreira, Maria Luiza Interesses em ciência e tecnologia Ciência e tecnologia Percepção pública Interests in science and technology Science and technology Public Perception CIENCIAS HUMANAS::EDUCACAO |
title_short |
Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo |
title_full |
Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo |
title_fullStr |
Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo |
title_full_unstemmed |
Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo |
title_sort |
Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo |
author |
Ferreira, Maria Luiza |
author_facet |
Ferreira, Maria Luiza |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
https://lattes.cnpq.br/6231030601324519 |
dc.contributor.author.fl_str_mv |
Ferreira, Maria Luiza |
dc.contributor.advisor1.fl_str_mv |
Gebara, Maria José Fontana |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6585493065968961 |
dc.contributor.advisor-co1.fl_str_mv |
Moraes, Letícia Estevão |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/4358189417039369 |
contributor_str_mv |
Gebara, Maria José Fontana Moraes, Letícia Estevão |
dc.subject.por.fl_str_mv |
Interesses em ciência e tecnologia Ciência e tecnologia Percepção pública |
topic |
Interesses em ciência e tecnologia Ciência e tecnologia Percepção pública Interests in science and technology Science and technology Public Perception CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Interests in science and technology Science and technology Public Perception |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
A functioning democracy requires citizen participation in questions of science and technology (S&T). The attitudes of beginning Pedagogy students towards S&T are relevant because as prospective teachers they will influence future generations of school children. Their attitudes will influence their actions in the classroom. Therefore, the objectives of this study were to examine the opinions and attitudes with regard to S&T of students beginning a Pedagogy course at a public federal university, in the interior of San Paulo state. Students began their studies in 2020 and 2021. Data were analyzed qualitatively and quantitatively. The perceptions of S&T by the public were analyzed in relation to existing research, including perceptions of pedagogy students. The group analyzed represented 74% of the beginning students. The data collected in the first semester of 2021 were obtained from a structured questionnaire. Based on previous research in public education undertaken in Brazil in 2015, a Likert scale was used. A socioeconomic survey was also undertaken. Students responded to the two questionnaires during synchronous sessions on the Google Meet platform. Descriptive statistical analyses were applied using the IMB Statistical Package for the Social Sciences (SPSS). The majority of the students were feminine (87% of the total). The students were between 17 and 24 years old. They belonged to classes C and D, had no classroom experience, and the majority had attended public schools. Positive visions of S&T were held by all groups. The research showed that the students were interested in themes in S&T, but did not consider themselves well informed about them. Students showed little participation in scientific-cultural activities. The students investigated use the internet, TV and newspapers to inform themselves about S&T. On the internet the students mainly used Instagram. Twitter and Facebook were also used. In addition, the study showed that they trust scientists, who are considered to be intelligent, but demonstrates the desire for greater citizen participation in decisions about questions of S&T. Considering topics in S&T, the study showed that the students trust universities, public research bodies, hospitals and museums. In addition, despite half of the students considering themselves religious, the great majority demonstrate low confidence in churches with regard to topics in S&T. The results obtained here contribute to the knowledge of perceptions of such teachers and, thus, may help in the formulation of better practices for such courses. The results of this study may also contribute to actions for the popularization of science and the formulation of public education policy. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-10-24T14:55:26Z |
dc.date.available.fl_str_mv |
2022-10-24T14:55:26Z |
dc.date.issued.fl_str_mv |
2022-08-24 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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FERREIRA, Maria Luiza. Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16923. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/16923 |
identifier_str_mv |
FERREIRA, Maria Luiza. Percepção de ciência e tecnologia de futuros professores das séries iniciais do ensino fundamental: um estudo descritivo. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16923. |
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https://repositorio.ufscar.br/handle/ufscar/16923 |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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Programa de Pós-Graduação em Educação - PPGEd-So |
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UFSCar |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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