Development and validation of an instrument of analysis on the role of the scientist and the nature of science and technology

Authors

  • Geraldo W. Rocha Fernandes Universidade Federal dos Vales do Jequitinhonha e Mucuri - UFVJM Departamento de Ciências Biológicas - DCBio http://orcid.org/0000-0002-1337-1236
  • António M. Rodrigues Laboratório de Pedagogia, Faculdade de Motricidade Humana, Universidade de Lisboa e UIDEF, Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal.
  • Carlos Alberto Ferreira Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz Quebrada, Dafundo, 1499-002 Oeiras, Portugal. Instituto de Educação, Universidade de Lisboa e UIDEF, Universidade de Lisboa, Lisboa, Portugal.

DOI:

https://doi.org/10.22600/1518-8795.ienci2018v23n2p256

Keywords:

Conceptions, Nature of Science, Nature of Technology, View about Scientists, Science Education, Non-formal Education

Abstract

This study presents the elaboration and validation of a category instrument to analyze three conceptions: 1) conception about the role of the scientist; 2) conception about the Nature of Science (NOS) and 3) conception about the Nature of Technology (NOT). In this sense, the paper presents some aspects that characterize the understanding about the role of the scientist and the Nature of Science and Technology of 20 children and young people from different countries who develop scientific and technological activities in a non-formal teaching and learning space. The data collection instrument consisted of a questionnaire and a semi-structured interview. The results suggest that the participants have naive conceptions about NOS, i.e., with empirical and technical-instrumental visions. They characterize NOT mainly as instrumental apparatus, application of knowledge and even as something important that is part of their lives. In relation to the scientist's role, they have stereotyped understandings (development of methods, proof of facts, relation with technological devices, etc.).

Author Biographies

Geraldo W. Rocha Fernandes, Universidade Federal dos Vales do Jequitinhonha e Mucuri - UFVJM Departamento de Ciências Biológicas - DCBio

Prof. de Ensino de Ciências e Ensino de Física do Departamento de Ciências Biológicas - DCBio da Universidade Federal dos Vales do Jequitinhonha e Mucuri - UFVJM e Doutor em Ciências da Educação pela Universidade de Lisboa, Portugal.

António M. Rodrigues, Laboratório de Pedagogia, Faculdade de Motricidade Humana, Universidade de Lisboa e UIDEF, Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal.

Professor Auxiliar do Departamento de Educação, Ciências Sociais e Humanidades da Faculdade de Motricidade Humana (FMH) da Universidade de Lisboa (UL) em Portugal e doutor em Ciências da Educação pela UTL. Desenvolve pesquisas em Educação e Formação de Professores no Laboratório de Pedagogia da FMH da UL e na Unidade de Investigação e Desenvolvimento em Educação e Formação do Instituto de Educação da UL.

Carlos Alberto Ferreira, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz Quebrada, Dafundo, 1499-002 Oeiras, Portugal. Instituto de Educação, Universidade de Lisboa e UIDEF, Universidade de Lisboa, Lisboa, Portugal.

Professor auxiliar do Departamento de Educação, Ciências Sociais e Humanidades da Faculdade de Motricidade Humana (FMH) da Universidade de Lisboa (UL) em Portugal e doutor em Métodos Matemáticos pela Universidade Técnica de Lisboa. Diretor do Centro de Informática da FMH e coordenador do programa de mestrado EUROMIME (European Master’s in engineering media for education) e coordenador Adjunto do Mestrado em Ciências da Educação da FMH da UL.

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Published

2018-08-30

How to Cite

Fernandes, G. W. R., Rodrigues, A. M., & Ferreira, C. A. (2018). Development and validation of an instrument of analysis on the role of the scientist and the nature of science and technology. Investigations in Science Education, 23(2), 256–290. https://doi.org/10.22600/1518-8795.ienci2018v23n2p256

Issue

Vol. 23 No. 2 (2018): August of 2018

Section

Artigos

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