Investigação de concepções de discentes da Universidade Federal do Oeste do Pará acerca da natureza da ciência

Abstract

Historically, throughout the 20th century, discussions about how we understand the construction of scientific knowledge have been addressed to this day. That said, several authors defend the insertion of the History of Science in education, because these discussions can expand the general culture of the student, attributing intrinsic value to understanding certain historical events. The History of Science, when admitted in a contextualized way, allows the student to have a more critical reflection on science as a dynamic product of scientific knowledge. In this sense, the introduction of aspects of the Nature of Science (NdC) in the training of students and teachers becomes essential. This work investigated, through a tool adapted from the VNOS-C questionnaire (Views on Nature of Science, Form C), the arguments of 69 students from the academic community, enrolled in the academic year 2020.1 , being these freshmen, intermediates and seniors of their respective undergraduate courses, and from the data obtained, it was possible to observe that there is a diversity of conceptions about the NdC and its definitions, many of these definitions presented inadequate conceptions being, therefore, necessary discussions about this theme.