Jovens, ciência e media: perceções sobre a Astronomia e Ciências do Espaço em contextos formais e informais

Palavras-chave: jovens, ciência, media, literacia científica, identidade

Resumo

O papel transversal dos media na aquisição de conhecimentos e na formação de opiniões e representações de assuntos de ciência tem uma importância reconhecida. Porém, existem poucos estudos que se debrucem sobre o modo como os jovens acedem, compreendem e criam conteúdos relacionados com a ciência, utilizando diversas plataformas e acionando diferentes literacias. O presente estudo procura explorar algumas pontes nesse sentido. Tendo como base públicos jovens interessados em ciência, nomeadamente em Astronomia e Ciências do Espaço, o estudo pretende averiguar o que estes valorizam na ciência e como se apropriam da informação científica para a tomada de decisão e a formação de opiniões sobre ciência. Os resultados confirmam que as aprendizagens informais têm um papel relevante no desenvolvimento de uma identificação com a ciência e na escolha por percursos académicos e profissionais com ela relacionados. Apesar de não procurarem notícias de ciência em geral, pesquisam informação específica de ciência de acordo com os seus interesses. A ausência de uma reflexão sobre como os discursos e as notícias de ciência são produzidos e filtrados pelos media e outros agentes de comunicação de ciência faz ressaltar a relevância da promoção de uma literacia crítica de ciência, que implica a ligação a outras literacias, incluindo a literacia mediática.

Downloads

Dados de Download não estão ainda disponíveis.

Referências

Bauer, M. W. (2008). Paradigm change for science communication: commercial science needs a critical public. In D. Cheng; M. Claessens; T. Gascoigne; J. Metcalfe; B. Schiele & S. Shi (Eds.), Communicating science in social contexts (pp. 7-25). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-8598-7_1

Besley, J. C. & Nisbet, M. (2013). How scientists view the public, the media and the political process. Public Understanding of Science, 22(6), 644-659. https://doi.org/10.1177/0963662511418743

Boczkowski, P. (2007). Bridging STS and communication studies: scholarship on media and information technologies. In U. Felt, R. Fouché, C. A. Miller & L. Smith-Doerr (Eds.), The Handbook of Science and Technology Studies (pp. 949-977). Cambridge: MIT Press.

Boczkowski, P., Mitchelstein, E. & Matassi, M. (2017). Incidental news: how young people consume news on social media. In T. X. Bui & R. Sprague (Eds.), Proceedings of the 50th Hawaii International Conference on System Sciences (pp. 1785-1792). https://doi.org/10.24251/HICSS.2017.217

Brossard, D. & Scheufele, D. A. (2013). Science, new media, and the public. Science, 339(6115), 40-41. https://doi.org/10.1126/science.1232329

Bubela, T., et al. (2009). Science communication reconsidered. Nature Biotechnology, 27, 514–518. https://doi.org/10.1038/nbt0609-514

Bucchi, M. & Trench, B. (2014). Science communication research. In M. Bucchi & B. Trench (Eds.), Routledge handbook of public communication of Science and Technology (pp. 1-14). Londres: Routledge. https://doi.org/10.4324/9780203483794.ch1

Buckingham, D. (2008). Introducing identity. In D. Buckingham (Ed.), Youth, identity, and digital media (pp. 1-22). Cambridge, MA: The MIT Press.

Buckingham, D., Banaji, S., Carr, D., Cranmer, S. & Willett, R. (2005). The media literacy of children and young people: a review of the research literature. Londres: Ofcom

Cardoso, G., Mendonça, S., Paisana, M. & Lima, T. (2016). Perfil sociodemográfico do consumo de notícias em Portugal. Lisboa: Obercom.

Carvalho, A. (2004). Política, cidadania e comunicação ‘crítica’ da ciência. Comunicação e Sociedade, 6, 35-49. https://doi.org/10.17231/comsoc.6(2004).1227

Cope, B. & Kalantzis, M. (2009). “Multiliteracies”: new literacies, new learning. Pedagogies: An International Journal, 4(3), 164–195.

Davies, S. R. & Horst, M. (2016). Science communication: culture, identity and citizenship. Londres: Palgrave Macmillan.

DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.

DeWitt, J. & Bultitude, K. (2018). Space Science: the view from european school students. Research in Science Education. https://doi.org/10.1007/s11165-018-9759-y

DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B. & Wong, B. (2013). Young children’s aspirations in science: the unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35(6), 1037-1063. https://doi.org/10.1080/09500693.2011.608197

Dover, C. (2007). Everyday talk: investigating media consumption and identity amongst school children. Participations, 4(1). Retirado de http://www.participations.org/Volume%204/Issue%201/4_01_dover.htm

Entradas, M. (2015). Envolvimento societal pelos centros de I&D. In M. d. L. Rodrigues & M. Heitor (Eds.), 40 anos de políticas de Ciência e de Ensino Superior (pp. 503-518). Coimbra: Almedina.

Falk, J. H., Storksdieck, M. & Dierking, L. D. (2007). Investigating public science interest and understanding: evidence for the importance of free-choice learning. Public Understanding of Science, 16(4), 455-469. https://doi.org/10.1177/0963662506064240

Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185. https://doi.org/10.1002/sce.20414

Feinstein, N. W. (2015). Education, communication, and science in the public sphere. Journal of Research in Science Teaching, 52(2), 145-163. https://doi.org/10.1002/tea.21192

Gainer, J. S. (2010). Critical media literacy in middle school: exploring the politics of representation. Journal of Adolescent & Adult Literacy, 53(5), 364-373. https://doi.org/10.1598/JAAL.53.5.2

Gerhards, J. & Schäfer, M. S. (2009). Two normative models of science in the public sphere: human genome sequencing in German and US mass media. Public Understanding of Science, 18(4), 437-451. https://doi.org/10.1177/0963662507082891

Gregory, A. & Cahill, M. A. (2009). Constructing critical literacy: self-reflexive ways for curriculum and pedagogy. Critical Literacy: Theories and Practices, 3(2), 6-16.

Halkia, K. & Mantzouridis, D. (2005). Students’ views and attitudes towards the communication code used in press articles about science. International Journal of Science Education, 27(12), 1395-1411. https://doi.org/10.1080/09500690500102912

Hofstein, A., Eilks, I. & Bybee, R. (2011). Societal issues and their importance for contemporary science education – a pedagogical justification and the state-of-the-art in Israel, Germany, and the USA. International Journal of Science and Mathematics Education, 9(6), 1459-1483.

Jarman, R. & McClune, B. (2010). Developing students’ ability to engage critically with science in the news: Identifying elements of the ‘media awareness’ dimension. The Curriculum Journal, 21(1), 47-64. https://doi.org/10.1080/09585170903558380

Kellner, D. & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S. R. Steinberg (Eds.), Media literacy: a reader (pp. 3-23). Nova Iorque: Peter Lang Publishing.

Korpan, C. A., Bisanz, G. L., Bisanz, J. & Henderson, J. M. (1997). Assessing literacy in science: evaluation of scientific news briefs. Science Education, 81(5), 515–532. https://doi.org/10.1002/(SICI)1098-237X(199709)81:5<515::AID-SCE2>3.0.CO;2-D

Lane, K. A., Goh, J. X. & Driver-Linn, E. (2012). Implicit science stereotypes mediate the relationship between gender and academic participation. Sex Roles, 66(3), 220–234. https://doi.org/10.1007/s11199-011-0036-z

Lewenstein, B. V. (2015). Identifying what matters: science education, science communication, and democracy. Journal of Research in Science Teaching, 52(2), 253–262. https://doi.org/10.1002/tea.21201

Mendick, H. & Moreau, M.-P. (2013). New media, old images: constructing online representations of women and men in science, engineering and technology. Gender and Education, 25(3), 325–339. https://doi.org/10.1080/09540253.2012.740447

Miller, D. I., Eagly, A. H. & Linn, M. C. (2015). Women’s representation in science predicts national gender-science stereotypes: evidence from 66 nations. Journal of Educational Psychology, 107(3), 631–644. https://doi.org/10.1037/edu0000005

Nelms, C., Allen, M. W., Craig, C. A. & Riggs, S. (2017). Who is the adolescent environmentalist? Environmental attitudes, identity, media usage and communication orientation. Environmental Communication, 11(4), 537-553. https://doi.org/10.1080/17524032.2016.1275733

Norris, S. P., Phillips, L. M. & Korpan, C. A. (2003). University students’ interpretation of media reports of science and its relationship to background knowledge, interest, and reading difficulty. Public Understanding of Science, 12(2), 123-145. https://doi.org/10.1177/09636625030122001

Pereira, S., Fillol, J. & Moura, P. (2019). Young people learning from digital media outside of school: the informal meets the formal. Comunicar, 27(58), 41-50. https://doi.org/10.3916/C58-2019-04

Peters, H. P., Brossard, D., de Cheveigne, S., Dunwoody, S., Kallfass, M., Miller, S. & Tsuchida, S. (2008). Interactions with the mass media. Science, 321(5886), 204-205. https://doi.org/10.1126/science.1157780

Priest, S. (2013). Critical science literacy: what citizens and journalists need to know to make sense of science. Bulletin of Science, Technology & Society, 33(5–6), 138-145. https://doi.org/10.1177/0270467614529707

Rahim, S. A. & Pawanteh, L. (2009). Media penetration and cultural identity among young adults in Malaysia. European Journal of Social Sciences, 11(2), 225-233.

Suerdem, A., Bauer, M. W., Howard, S. & Ruby, L. (2013). PUS in turbulent times II – a shifting vocabulary that brokers inter-disciplinary knowledge. Public Understanding of Science, 22(1), 2-15. https://doi.org/10.1177/0963662512471911

Tang, K.-S. (2013). Out-of-school media representations of science and technology and their relevance for engineering learning. Journal of Engineering Education, 102(1), 51-76. https://doi.org/10.1002/jee.20007

Tang, K.-S. & Moje, E. B. (2010). Relating multimodal representations to the literacies of science. Research in Science Education, 40(1), 81-85. https://doi.org/10.1007/s11165-009-9158-5

Tőrők-Ágoston, R. (2017). Education and social media. Journal of Media Research, 10(2 [28]), 166-184. https://doi.org/10.24193/jmr.28.12

Publicado
2020-06-29
Como Citar
Anjos, S., & Carvalho, A. (2020). Jovens, ciência e media: perceções sobre a Astronomia e Ciências do Espaço em contextos formais e informais. Comunicação E Sociedade, 37, 109-126. https://doi.org/10.17231/comsoc.37(2020).2428