Researcher autonomy and education in Science, Technology, and Society: Social Representations of undergraduate physics students
The integration of History, Philosophy, Sociology of Science, and science education is proposed by several authors as a way to enrich science teaching, making it more humanized and critical. The approach of Education in Science-Technology-Society (STS) stands out as a means of promoting different pe...
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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IRICE (CONICET-UNR)
2024
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1947 |
| Aporte de: |
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I15-R240-article-1947 |
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ojs |
| institution |
Universidad Nacional de Rosario |
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I-15 |
| repository_str |
R-240 |
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Revista IRICE (CONICET) |
| language |
Portugués |
| format |
Artículo revista |
| topic |
autonomia do pesquisador educação CTS representações sociais formação de professores percepção sobre ciência e tecnologia researcher autonomy STS education social representations inicial teacher education perception of Science and Technology autonomía del investigador educación CTS representaciones sociales formación inicial de profesores percepción sobre ciencia y tecnología |
| spellingShingle |
autonomia do pesquisador educação CTS representações sociais formação de professores percepção sobre ciência e tecnologia researcher autonomy STS education social representations inicial teacher education perception of Science and Technology autonomía del investigador educación CTS representaciones sociales formación inicial de profesores percepción sobre ciencia y tecnología Cristian Otávio de Lima Beatriz Salemme Corrêa Cortela Researcher autonomy and education in Science, Technology, and Society: Social Representations of undergraduate physics students |
| topic_facet |
autonomia do pesquisador educação CTS representações sociais formação de professores percepção sobre ciência e tecnologia researcher autonomy STS education social representations inicial teacher education perception of Science and Technology autonomía del investigador educación CTS representaciones sociales formación inicial de profesores percepción sobre ciencia y tecnología |
| author |
Cristian Otávio de Lima Beatriz Salemme Corrêa Cortela |
| author_facet |
Cristian Otávio de Lima Beatriz Salemme Corrêa Cortela |
| author_sort |
Cristian Otávio de Lima |
| title |
Researcher autonomy and education in Science, Technology, and Society: Social Representations of undergraduate physics students |
| title_short |
Researcher autonomy and education in Science, Technology, and Society: Social Representations of undergraduate physics students |
| title_full |
Researcher autonomy and education in Science, Technology, and Society: Social Representations of undergraduate physics students |
| title_fullStr |
Researcher autonomy and education in Science, Technology, and Society: Social Representations of undergraduate physics students |
| title_full_unstemmed |
Researcher autonomy and education in Science, Technology, and Society: Social Representations of undergraduate physics students |
| title_sort |
researcher autonomy and education in science, technology, and society: social representations of undergraduate physics students |
| description |
The integration of History, Philosophy, Sociology of Science, and science education is proposed by several authors as a way to enrich science teaching, making it more humanized and critical. The approach of Education in Science-Technology-Society (STS) stands out as a means of promoting different perspectives on the historical construction of science and its relationship with society. In this sense, this study investigated the perceptions of undergraduate Physics students regarding researcher autonomy and possible internal and external influences on research topic selection. The Collective Subject Discourse (CSD) was used to analyze responses, identifying patterns in the students' perceptions. The results indicate two main perspectives: one emphasizing the lack of autonomy due to external pressures, especially financial ones, and another highlighting the possibility of choice under favorable conditions. Thus, teaching to question the power structures that shape scientific practice is fundamental. Education plays a crucial role in this process, empowering individuals to critically analyze social structures and resist external pressures. In the context of teacher education, this role is even more relevant in light of the growing global scenario of denial movements and the proliferation of misinformation, challenges faced not only in Brazil but in various regions of the world. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2024 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1947 |
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2025-03-20T05:02:28Z |
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I15-R240-article-19472025-07-02T21:29:14Z Researcher autonomy and education in Science, Technology, and Society: Social Representations of undergraduate physics students Autonomía del investigador y educación en Ciencia, Tecnología y Sociedad: Representaciones Sociales de estudiantes de Física Autonomia do pesquisador e educação em Ciência, Tecnologia e Sociedade: Representações Sociais de graduandos em Física Cristian Otávio de Lima Beatriz Salemme Corrêa Cortela autonomia do pesquisador educação CTS representações sociais formação de professores percepção sobre ciência e tecnologia researcher autonomy STS education social representations inicial teacher education perception of Science and Technology autonomía del investigador educación CTS representaciones sociales formación inicial de profesores percepción sobre ciencia y tecnología The integration of History, Philosophy, Sociology of Science, and science education is proposed by several authors as a way to enrich science teaching, making it more humanized and critical. The approach of Education in Science-Technology-Society (STS) stands out as a means of promoting different perspectives on the historical construction of science and its relationship with society. In this sense, this study investigated the perceptions of undergraduate Physics students regarding researcher autonomy and possible internal and external influences on research topic selection. The Collective Subject Discourse (CSD) was used to analyze responses, identifying patterns in the students' perceptions. The results indicate two main perspectives: one emphasizing the lack of autonomy due to external pressures, especially financial ones, and another highlighting the possibility of choice under favorable conditions. Thus, teaching to question the power structures that shape scientific practice is fundamental. Education plays a crucial role in this process, empowering individuals to critically analyze social structures and resist external pressures. In the context of teacher education, this role is even more relevant in light of the growing global scenario of denial movements and the proliferation of misinformation, challenges faced not only in Brazil but in various regions of the world. La intersección entre historia, filosofía, sociología de la ciencia y la educación científica ha sido defendida por varios autores como una forma de enriquecer la enseñanza de las ciencias, haciéndola más humanizada y crítica. En esta perspectiva, se destaca el enfoque de la educación en Ciencia, Tecnología y Sociedad (CTS) para promover diferentes perspectivas sobre la construcción histórica de la ciencia y su relación con la sociedad. En este sentido, este estudio investigó las percepciones de estudiantes de Física sobre la autonomía del investigador y las posibles influencias internas y externas en la elección de temas de investigación. Se empleó el Discurso del Sujeto Colectivo (DSC) para analizar las respuestas, identificando patrones en las percepciones de los estudiantes. Los resultados indican dos perspectivas principales: una enfatiza la falta de autonomía debido a las presiones externas, especialmente financieras, y otra destaca la posibilidad de elección bajo condiciones favorables. Por lo tanto, enseñar a cuestionar las estructuras de poder que moldean la práctica científica es fundamental. La educación desempeña un papel crucial en este proceso, capacitando al individuo para analizar críticamente las estructuras sociales y resistir a las presiones externas. En el contexto de la formación de profesores, este papel es aún más relevante dada la creciente situación global de movimientos negacionistas y la proliferación de desinformación, desafíos enfrentados no solo en Brasil, sino en varias regiones del mundo. A integração entre história, filosofia, sociologia da ciência e a educação científica é proposta por diversos autores como uma maneira de enriquecer o ensino de ciências, tornando-o mais humanizado e crítico. Destaca-se assim a abordagem da educação em Ciência, Tecnologia e Sociedade (CTS) como meio de promover diferentes perspectivas sobre a construção histórica da ciência e sua relação com a sociedade. Nesse sentido, este estudo investigou as percepções de graduandos em Física sobre a autonomia do pesquisador e as possíveis influências internas e externas na escolha dos temas de pesquisa. Utilizou-se o Discurso do Sujeito Coletivo (DSC) para analisar as respostas, identificando padrões nas percepções dos graduandos. Os resultados apontam duas principais perspectivas: uma enfatizando a falta de autonomia devido às pressões externas, especialmente financeiras, e outra destacando a possibilidade de escolha sob condições favoráveis. Dessa forma, ensinar a questionar as estruturas de poder que moldam a prática científica é fundamental. A educação desempenha um papel crucial neste processo, capacitando o sujeito a analisar criticamente as estruturas sociais e resistir às pressões externas. No contexto da formação de professores, esse papel é ainda mais relevante em vista do crescente cenário global de movimentos negacionistas e proliferação de desinformação, desafios enfrentados não apenas no Brasil, mas em várias regiões do mundo. IRICE (CONICET-UNR) 2024-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1947 10.35305/revistairice.vi47.1947 Revista IRICE; Núm. 47 (2024); 55-82 2618-4052 0327-392X por https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1947/3163 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1947/3164 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1947/3165 Derechos de autor 2024 Cristian Otávio de Lima, Beatriz Salemme Corrêa Cortela https://creativecommons.org/licenses/by-nc-sa/4.0 |