The concept of Science and the circulation of ideas in the early training of educators

Abstract:

This study focused on students’ thought processes in a pedagogy course at a federal university in Brazil. The aim was to understand how scientific concepts were taught and learned, using Fleckian epistemology as a framework. Data were collected through questionnaires and narrative interviews, using a case study approach to qualitative research. Findings revealed that most students needed clarification about science, and analysis indicated that they needed to prioritize ontological considerations in their thinking. Even after being exposed to scientific knowledge, students retained their previous misconceptions, indicating challenges in exchanging thought processes between different groups.

Keywords:
Fleckian epistemology; Higher education; Intracollective communication; Intercollective communication