| Full text | |
| Author(s): |
Total Authors: 2
|
| Affiliation: | [1] Universidade de São Paulo. Faculdade de Educação - Brasil
[2] Universidade de São Paulo. Faculdade de Educação - Brasil
Total Affiliations: 2
|
| Document type: | Journal article |
| Source: | Ciência e Educação; v. 27, 2021-07-30. |
| Abstract | |
Abstract: In this investigation we analyze the emergence of discursive and argumentative mechanisms used by researchers to address the notions of training, textbook and environment in science education articles published in the last 25 years (1994-2018). The texts were selected from a database of 3014 articles that address science education. We built semantic networks using discourse analysis tools to select 10 texts from each notion (30 in total), from the most frequent units. The results indicated the existence of strangeness in the researchers' discourse, as if they measured the role of pedagogy in science education. The review of the studies suggest a confrontation with a scientific view of the area, and an absence of educational knowledge on science teaching themes. Therefore, the problems that are being added to the area by the researchers are influenced, above all, by the presence of the pedagogical discourse. (AU) | |
| FAPESP's process: | 17/07630-0 - Analysis of the production of scientific and educational discourses in science education: construction of truths and socio-scientific issues in brazilian journals |
| Grantee: | Samuel Molina Schnorr |
| Support Opportunities: | Scholarships abroad - Research Internship - Doctorate |
| FAPESP's process: | 15/21926-4 - Philosophy in science teaching: questioning speeches in contemporary scientific thought |
| Grantee: | Samuel Molina Schnorr |
| Support Opportunities: | Scholarships in Brazil - Doctorate |