The set of factors, events and actions in the social processes dedicated to the production, the spreading, the teaching and the publication of scientific knowledge constitutes the conditions for the development of a particular type of culture, which may be called scientific culture (VOGT, 2011). Considering that teachers are great influence on their students’ perception, attitudes, interest and participation in Science, Technology and Innovation (ST&I) contemporary issues, and has an important role in the growth of critical citizens and in the promotion of decision-makers, this study, which is a single case study (YIN, 2001), aims to identify and analyze the scientific culture of current and future Primary Education teachers, both undergraduate students in the Education Course from the Open University of Brazil, from Minas Gerais, Brazil. The research methodology is divided into three moments. During the first moment, between 2011 and 2012, it were inquired 155 people from 47 cities from Minas Gerais through questionnaires developed on the Public Understanding of Science research models (ALLUM et al., 2006). We understand that questionnaires are not enough to explain the scientific culture in its complexity and depth. So, in this perspective, in the second moment, we interviewed 8 (out of 155) undergraduate students, who are already science teachers on Primary Schools, aiming to find out more specific aspects of their connections to ST&I issues. Finally, in the third moment, we did a crossed analysis between the data collected on the first and the second moments and we could achieve a panorama of the scientific culture of this public. The results show that there is an interconnectedness and an interdependence between the eight rings of Teachers’ Scientific Culture (model created by research), as follows: sociodemographic characteristics, culture, reading and access to places of science and culture; main issues of interest; informative habits; scientific information; participation in ST&I issues; imaginary on ST&I and on the scientist; and pedagogical practice. It also reveals that there are gaps on cultural offers and on the access to qualified information in the regions where this public lives, with significant losses in the teachers’ scientific and cultural formation and pedagogical practices. From this research, it is expected to strengthen future research programs on Scientific and Cultural Communication study area in the country.

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Public Communication of Science and Technology

 

Teachers’ scientific culture in Brazil
A panorama of minas gerais

Jessica Rocha   Universidade Estadual de Campinas

Maria Caldas   Universidade Estadual de Campinas

The set of factors, events and actions in the social processes dedicated to the production, the spreading, the teaching and the publication of scientific knowledge constitutes the conditions for the development of a particular type of culture, which may be called scientific culture (VOGT, 2011). Considering that teachers are great influence on their students’ perception, attitudes, interest and participation in Science, Technology and Innovation (ST&I) contemporary issues, and has an important role in the growth of critical citizens and in the promotion of decision-makers, this study, which is a single case study (YIN, 2001), aims to identify and analyze the scientific culture of current and future Primary Education teachers, both undergraduate students in the Education Course from the Open University of Brazil, from Minas Gerais, Brazil. The research methodology is divided into three moments. During the first moment, between 2011 and 2012, it were inquired 155 people from 47 cities from Minas Gerais through questionnaires developed on the Public Understanding of Science research models (ALLUM et al., 2006). We understand that questionnaires are not enough to explain the scientific culture in its complexity and depth. So, in this perspective, in the second moment, we interviewed 8 (out of 155) undergraduate students, who are already science teachers on Primary Schools, aiming to find out more specific aspects of their connections to ST&I issues. Finally, in the third moment, we did a crossed analysis between the data collected on the first and the second moments and we could achieve a panorama of the scientific culture of this public. The results show that there is an interconnectedness and an interdependence between the eight rings of Teachers’ Scientific Culture (model created by research), as follows: sociodemographic characteristics, culture, reading and access to places of science and culture; main issues of interest; informative habits; scientific information; participation in ST&I issues; imaginary on ST&I and on the scientist; and pedagogical practice. It also reveals that there are gaps on cultural offers and on the access to qualified information in the regions where this public lives, with significant losses in the teachers’ scientific and cultural formation and pedagogical practices. From this research, it is expected to strengthen future research programs on Scientific and Cultural Communication study area in the country.

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