Academic Literacy Practices in the Scientific Initiation of High School Students in the Area of Computer Science: Participants' Conceptions
DOI:
https://doi.org/10.35819/tear.v11.n1.a5531Abstract
Abstract: This paper approaches academic literacy practices in the scientific initiation of high school students, according to participants' conception. It aims to analyze the conceptions (meanings) of advisors and participating students in terms of learning, difficulties and impressions about academic literacy practices in which students were involved in the development of scientific initiation projects. For this, two questionnaires were prepared and applied: one to students and another to advisors who developed scientific initiation projects in the area of Computer Science, at the Federal Institute of Education, Science and Technology of Rio Grande do Norte, Pau dos Ferros Campus, from 2015 to 2017. For this study, we selected some questions from both questionnaires, which are analyzed under a primarily qualitative approach, based on reflections on education through research, literacy and academic literacy. The results indicate, according to the participants' conception, few practices of comprehension and of academic texts production. When they occurred, they were considered by them to have a medium or difficult level. Even so, they affirm that the experience in scientific initiation implies many formative experiences, especially of practical nature, regarding the learning of specific content of the discipline. Based on the participants' conceptions, we concluded that, in general, there was not a consistent immersion in academic literacy practices, since the activities seem to focus more on the practical dimension, which limits the process of own elaboration and of (re) construction of scientific knowledge.
Keywords: Scientific initiation. Academic literacy. Participants’ conceptions.
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