We analyse the ways researches in Physics, who have as usual activity knowledge production in their specific areas, assume other tasks such as science communication and science dissemination texts. We consider actual perspectives en Cognitive Psychology, that defend the idea that people's production and comprehension activities are mediated by their relative implicit conceptions about related matters, for example, scientific knowledge transmission and acquisition by texts (Pozo et al. 2006). Our research is divided in two phases: Phase 1 consist of a questionnaire from which we get data about the three implicit theories of learning considered, related matters such as age, gender, research and teaching experience and experience as science communicator. From phase 1 we choose the subjects for phase 2: researchers that have experience in writing science dissemination texts. We interview them, analyse a texts of their own and ask for a text referee. Partial results: The questionnaire is valid for analysing the implicit theories of learning. Some statistic methods show us three groups. One (n=33) that adopt direct and interpretative attitudes, a second one (=12) with a non specific attitude, an a third one (N=25) with a strong and consistent constructive attitude, related with an early commitment with science dissemination and a preference to begin with science teaching in early years (Kindergarten).

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Public Communication of Science and Technology

 

Conceptions held by Physicists about knowledge transmition and acquisition from science dissemination texts

Astrid Bengtsson   Universidad Nacional de Cuyo

Nora Sheuer   Universidad Nacional del Comahue

Mar Mateos   Unviersidad Autà noma de Madrid

We analyse the ways researches in Physics, who have as usual activity knowledge production in their specific areas, assume other tasks such as science communication and science dissemination texts. We consider actual perspectives en Cognitive Psychology, that defend the idea that people's production and comprehension activities are mediated by their relative implicit conceptions about related matters, for example, scientific knowledge transmission and acquisition by texts (Pozo et al. 2006). Our research is divided in two phases: Phase 1 consist of a questionnaire from which we get data about the three implicit theories of learning considered, related matters such as age, gender, research and teaching experience and experience as science communicator. From phase 1 we choose the subjects for phase 2: researchers that have experience in writing science dissemination texts. We interview them, analyse a texts of their own and ask for a text referee. Partial results: The questionnaire is valid for analysing the implicit theories of learning. Some statistic methods show us three groups. One (n=33) that adopt direct and interpretative attitudes, a second one (=12) with a non specific attitude, an a third one (N=25) with a strong and consistent constructive attitude, related with an early commitment with science dissemination and a preference to begin with science teaching in early years (Kindergarten).

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