Repositório RCAAP

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The article discusses how researchers build scientific legitimacy in the field of Science Education and possible approaches to Basic Education in promoting teaching that includes Scientific Literacy since the early years of formal schooling. The methodological procedures included the survey of the intellectual production, in the Lattes curriculum, of researchers linked to Postgraduate in Science Education and Scientific Education whose evaluation scores reached concepts 6 and 7 in the quadrennial of 2013 to 2016. The results show some characteristics of knowledge production, such as the expressive co-authorship in the publication of articles, indicating a variety of subjects covered, with emphasis on teacher training and didactic-pedagogical strategies, especially during the initial training of teachers. We also observed a distance from discussions and research objects that is specific to the early years of elementary school, raising questions about the formation of this academic field in this stage of teaching.

This paper aims to provide a current review about Game Theory (GT), in the Brazilian educational context. Therefore, a State of Art research was developed, involving an extensive bibliographic survey of articles and undergraduate thesis, in scientific journals, journal indexing bases and virtual libraries of all Brazilian public universities, contained in the e-MEC (2016). Found 31 works, were later read, analyzed and categorized, prioritizing those that propose or carry out an intervention in the classroom. It is noteworthy that these search form a consistent set, including the history, fundamentals and problems of GT for the classroom, in addition they transcend the pedagogical space, for example, in school management. It is also observed the intention to include GT in the Elementary Education (EE) curriculum, directly or indirectly, due to its importance for the development of skills recommended in official documents for EE.

This research is a consequence of the significant presence of government documents in references of papers on teacher education published in the Brazilian area of Science Education. In order to obtain answers that help to outline the different aspects that involve this presence and, notably, to build theoretical and empirically grounded knowledge on the topic, our research was guided by the following question: What analytical citation indicators help us to understand about the prevalence of Brazilian government documents in papers on teachers education in the area of Science Education? The research was supported by techniques and methodological procedures of studies called citation analysis, which present statistical and bibliometric bases. The corpus was constituted of five important Brazilian journals in the area of Education in Sciences. Some relevant aspects emerged from the research, such as that government documents seem to have an ascendancy of referential authority with researchers in the area.

The purpose of this article was to present a research that analyzed the discourse in an 'anti-vaccine' publication on YouTube. The study was based on the following question: what kind of relationships can be evidenced between an 'anti-vaccine' discourse and critical thinking dispositions? Discursive analysis was carried out according to Maingueneau, and some contributions on critical thinking concept were considered. The perspectives of Paul Feyerabend and Bruno Latour were taken to justify a symmetrical position regarding the analyzed discourse. As a result, we identified the reluctance of conspiracy theorists towards scientific evidence and information, the marked opposition to scientific knowledge and the ideological character of these discourses. Conspiracy theories seem to be part of a complex cultural and psychosocial system, not exclusively associated to thought dispositions. We believe that this research can contribute to discussions regarding the investigation of conspiracy theories and to make this a fruitful research focus for Science Education.

This study used content analysis methods to investigate the approach to sickle cell disease (SCD) in Brazilian high school biology textbooks (BT). The results showed the necessity of reappraising information provided by the textbooks in order to avoid stigmatization and the perpetuation of concepts that interfere with the cultural heritage of individuals living with SCD. Despite the high frequency of the allele codifying S-hemoglobin in Brazil, epidemiologic data about the mutation were not found in the BTs. Moreover, concepts about self-care, life quality and expectancy of people with SCD need to be revisited by the textbooks. Since the BTs are one of the most accessible means of information used by students in Brazilian public schools, including those with SCD, updating the information provided is needed in view of novel knowledge that has impacts over the understanding of SCD and individuals’ perceptions about it, both those living and not living with SCD.

In this article, a qualitative research were presented whose objective was to analyzed and illustrated types of iconic gestures made by participants in two workshops in a game created by the studies and research of a consolidated group next to a postgraduate program. The first workshop involved students from a Mathematics Degree and the second high school students. The corpus of gestures produced was taken advantage of to verify how the gestures vary depending on the context in which the subject is inserted. Five iconic gestures were produced most frequently by competitors. The results showed that the individuals expressed their gestures within a mathematical context and used their hands in abundance in their actions. We also concluded that the gestures expressed the geometric thinking of the participants, indicating a form of expression complementary to speech in the teaching process, in particular.

The objective of this article was to publicize the result of the investigation on the constitution of the knowledge of Logic in mathematics teacher formation course at the State University of Feira de Santana. For this, we made a study of the theoretical and methodological tools presented by Hofstetter and Schneuwly (2017) on professional knowledge constituted for teaching and teacher formation. This discussion was led by an analysis of the political pedagogical projects of this University since the implementation of the full degree course 1976, going through curriculum 314 to curriculum 318-updated in 2018. The discipline that deals with the knowledge of Logic by teachers in this teacher formation course was constituted in the Department of Human Sciences and Philosophy under the heading of Special Topics in Logic migrating to the Department of Exact Sciences from curriculum 318 under the name of Mathematical Logic and Set Theory. Being mathematical educators, we understand that the transversal contents of Logic are treated in the other subjects of the course the deductive method with set theory as language or even when mathematical tests, knowledge of propositional logic and logic of predicates are used.

The present article aims to report the results obtained in a Master's research on the mobilized knowledge concerning the positional value in the Decimal Numbering System (DNS) by nine-year-old students. We bring as theoretical assumptions the research contributions by Lerner and Sadovsky; Zunino; and Brandt, who discuss the construction of the positional value in the DNS by students in the initial years of Elementary School. Based on a qualitative methodology, we applied an instrument comprising six activities. Participants mobilized knowledge concerning numerical sequences, Lerner and Sadovsky comparison criteria, the positional value, and the influence of spoken numeration on the written number record. According to the analyses, we can infer that the construction of knowledge regarding the positional value in the DNS is a long and progressive process, which is not only a matter of memorizing the numerical sequence.

This paper presents the effects of meanings produced by teachers after participating in a continuing education course in Astronomy teaching. The authors consider this research qualitative because the focal point is subjectivities, established or not among the interlocutors of the discourse. The obtained data consists of the excerpt of discourse produced by teachers participating in a continuing education course and analyzed under French Discourse Analysis. The results primarily indicate that the course improves certain output conditions which enable a reflective practice to these teachers.

The relevance of the discussion on Nature of Science in Science Education has been pointed out in recent years and there have been several approaches that take the construction of scientific knowledge as an educational object. In this article, we bring contributions to the debate around that approach that became known as consensual aspects. We do this through the Cultural-Historical Activity Theory, pointing out that the contradictory and contentious character is what drives human activity, and, consequently, the production of scientific knowledge. In this sense, an exaggerated emphasis on consensus, and not on the contradictory, would do little to promote, in Science Education, a critical analysis of science and the society in which it is inserted.

The work aimed to analyze forms of didactic approach to Genetics proposed for high school or for teacher training, through a systematic review of didactic experiences reported at the National Research Meeting in Science Education (ENPEC, in Portuguese), as well as discussing whether the proposals in question are in accordance with the meanings of epistemological pluralism and critical multiculturalism. The study was characterized as a systematic review of the literature, for which 22 papers published in nine editions of ENPEC were selected. The analysis of the articles followed the principles of content analysis, whose main purpose is the interpretation of communications, through systematic procedures for describing messages. The research results indicate the need to plan, develop and evaluate didactic interventions in the teaching of Genetics covering the conceptual, procedural and attitudinal dimensions of the content, while discussing cultural and political themes.

We present the results of work carried out in the classroom, during a postgraduate course whose main theme was scientific and socio-scientific controversies. The aim of this study was to survey the perceptions of Science and Mathematics teachers in basic education about controversy before and after a discipline taught in a pos-graduation program in Education, Science and Technology in Rio de Janeiro, Brazil. The differentiation between the terms is the proposal of one of the authors used as a reference for the course, with the aim of contributing to the deepening of debates on the topic. The survey was carried out in two moments: at the beginning and after the end of the course, using two very similar instruments/online materials. Here, the answers to the two first two questions are presented. Among the findings, it is noteworthy that the participants differentiated the two concepts, which does not usually happen in the literature in the area, establishing, at first, hierarchical relationships between one and the other. Controversies are part of Nature of Science (NoS) and play an important role in science education, in teacher practice, in society, in citizen education. Currently, knowing how to identify a legitimate controversy and its constituent elements, in addition to teaching others to do so, can be a way to fight denialism.

The present study sought to identify and analyse dissertations and educational products developed under the Professional Masters in Physics and Astronomy Teaching in Brazil, during 2003 to 2019, aiming to offer an overview of the didactic practices concerned with Education for Ethnic-Racial Relations (ERER) taking into acount the Laws 10.639/2003 and 11.645/2008. Using qualitative-interpretative methodologies, we found that only 0.3% of a total of 1262 papers have been concerned with taking discussions inherent to the promotion of ERER to the classroom and, specifically, to the Physics / Science classes. Although currently incipient, we conclude that the Professional Master's Degree, by promoting the recognition and appreciation of the history, culture and identity of historically discriminated groups in Brazil, can be an important agent in the realization of anti-racist education, due to its characteristic of capillarity in the national territory, and with the potential to disseminate the results of the research produced in the area.

History and Philosophy of Science (HPS) have been pointed out as essential to scientific understanding. The Base Nacional Comum Curricular (BNCC) is the new document that structures the country's Basic Education. In this sense, the article aims to understand the presence of HPS in this document regarding its Natural Sciences section for Elementary Education and High School. The data were analyzed using Content Analysis and the results indicate that there is an inconsistency between the historiographic lines adopted in the introductory texts and in the competences and skills of each stage. Therefore, it is concluded that a more consistent basis for HPS in BNCC is necessary, so that it doesn’t become another obstacle to the insertion of this type of approach and, consequently, contributes to the dissemination of inadequate views about the Nature of Science.

The article is the result of a search on the subject of controversy, using as search engine the words: “Controversy”, “Controlled Controversy”, and variations (“Socioscientific Controversy”, “Socioscientific Issues”), from the STS and education research group's database from Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET-RJ), which contains 375 national articles published between 1996 and 2018 in qualified journals in the area of Teaching. The objective was to list the articles that addressed the theme and analyze the social networks formed by the selected bibliographic parameters (authors, institutions and keywords). With a total of 34 articles selected, using the Pajek software, it was possible to build a network of keywords, where we observed a strong relationship between the controversy with STS and science teaching, in addition to obtaining metrics regarding the entry of institutions and authors in the studies raised, where we observed certain authors as articulators of communication between different research institutions.

This article presents an investigation regarding the semiotic resources activated in mathematical modeling activities and their role in the development of these activities when this takes place in an online context. The theoretical framework of the research includes Mathematical Modeling in Mathematics Education and Semiotics as a science of signs. An empirical research is developed with students of a postgraduate studies in the area of Mathematics Education. The analysis follows the assumptions of a qualitative research, particularly a case study. The results indicate that the online development of the activity gives rise to a semiotic system that is rarely mentioned in research: the technological system. The resources enabled in this system are combined and interrelated and have the semiotic potential of allowing students to visualize, test and examine their approaches to the problem situation explored by the mathematical modeling activity.

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