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Authors: Victor, Eufrásia
Costa, Maria
Mendonça, Alice
Bonito, Jorge
Editors: Carreira, Sílvia
Spínola, Hélder
Duarte, Ana Cristina
França, Ana
Fino, Carlos Nogueira
Correia, Fernando
Gouveia, Fernanda
Pereira, Gorete
Sousa, Jesus Maria
Rodrigues, Liliana
Cristóvão, Natalina
Fraga, Nuno
Martins, Sónia
Keywords: Science image
epistemological obstacles
Issue Date: Jan-2020
Publisher: Centro de Investigação em Educação da Universidade da Madeira
Citation: Victor, E., Costa, M., Mendonça, A., & Bonito, J. (2020). Imagem da Ciência: um estudo com professores de Luanda. In Carreira, S., Spínola, H., Duarte, A. C., França, A., Fino, C. N., Correia, F., … Martins, S. (Orgs.), XV Colóquio CIE-UMA Literacia Científica – Ensino, Aprendizagem e Quotidiano. Livro de Resumos (p. 46). Funchal, Portugal: Centro de Investigação em Educação da Universidade da Madeira.
Abstract: Epistemology and the history of science play an important role in detecting learning disabilities in a given field of knowledge and in directing strategies for their elimination. This quantitative study aimed to understand the perceptions of 26 teachers working in a Luanda school about the image of science. A questionnaire based on INPECIP by Martín del Pozo was applied. The image of science that teachers convey varies between a rationalist and an empiricist view, and some do not effectively reveal the image of science they convey to their students. In a finer analysis, conceptions linked to a model of epistemological relativism, which considers scientific knowledge as the product of the interaction between thought and reality. Error is also understood as a starting point for new theories and, as a result, play an important role in the advancement of science.
Type: article
Appears in Collections:PED - Artigos em Livros de Actas/Proceedings

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