Divulgação científica em sala de aula: a perspectiva de estudantes do Ensino Médio a partir dos domínios do conhecimento científico

Abstract

The importance of science communication extends across various sectors, including social, scientific, and educational contexts. In this research, we aim to contribute to advancing the understanding of the relationship between science communication and education, focusing on students' comprehension of science communication. To achieve this, we proposed a research methodology based on ethnographic instruments in education, aiming to develop contextually situated understandings within the culture of the studied group. This research seeks to understand how high school students undergo a process of constructing an investigation and the significance of disseminating their findings to the external community. We utilized video recordings and field notes through participant observation of Biology classes within this group. These data were collected from a 1st Year High School class at a federal institution in Belo Horizonte. Events related to science communication were mapped and identified, and the learning involved in the investigation was characterized. Data analysis was structured into three levels, guided by three questions: i) "How did science communication manifest throughout the group's history?", ii) "How did students construct knowledge throughout the analysis events?", and iii) "What was important for students in disseminating the constructed knowledge, and how did they mobilize knowledge domains to communicate what they learned?" Thus, we followed a methodological path, beginning with a macroscopic analysis encompassing all Biology classes of the year, moving towards a microscopic analysis focused on specific class events, employing discursive elements. Our findings indicate the diversity in which science communication elements appeared throughout the year, extending beyond its conceptual aspect to encompass other aspects of how science operates, including its processes and involved agents. Regarding domains of scientific knowledge, the analysis of events demonstrated various mobilizations. Within the selected classes, there is a strong presence of epistemic nature, as the activity revolves around formulating and evaluating hypotheses based on data analysis. Additionally, elements of science communication were articulated with these domains. Our research suggests several implications, including the possibility of science communication serving as an evaluative tool for teachers to assess science knowledge over time.