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The perception of students and teachers on the conceptualization process in Science by congenitally blind: a study for the construction of inclusive and interdisciplinary curriculum proposals

Grant number: 15/04945-5
Support type:Regular Research Grants
Duration: November 01, 2015 - October 31, 2017
Field of knowledge:Humanities - Education - Specific topics in Education
Principal researcher:Estéfano Vizconde Veraszto
Grantee:Estéfano Vizconde Veraszto
Home Institution: Centro de Ciências Agrárias (CCA). Universidade Federal de São Carlos (UFSCAR). Araras , SP, Brazil


This project presents a research proposal to investigate how undergraduate students in Physics, Chemistry and Biology understand the perception of congenitally blind people about natural phenomena and the conceptualization process in sciences. In addition, it also will investigate the conceptions of teachers working in regular education, comparing the results with the conceptions of congenitally blind students and not blind students who will also be investigated. This goal is based on the fact that all inclusive process should take into account that individual differences must be recognized and accepted throughout society, which is one of the pillars for the construction of a new didactic and pedagogical approach in the school environment. For this objective to be fulfilled, the project will adopt both qualitative research as quantitative in investigative steps. At first, through content analysis, it will be analyzed the conceptions of undergraduate students in physics, chemistry and biology, science teachers from the regular school and congenitally blind and not blind studentsabout the formation of concepts in congenitally blind people. From the data, a range of values will be developed with the same investigative purpose. This second stage will consist of quantitative methodology of factor analysis. With this work, it is expected to bring new light on the understanding of the conceptualization process of science in blind people, as well as establish relationships about how training teachers work with these issues. The results will be used in the formulation of educational proposals with inclusive features for teaching science. (AU)

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