A DIAGNOSTIC STUDY ON THE NATURE OF SCIENCE AND THE URGENCY OF EPISTEMOLOGICAL DISCUSSIONS IN UNDERGRADUATE COURSES

Abstract

The discussion about the Nature of Science (NOS) and the construction of scientific knowledge is not a simple task, for both students and teachers; however, it is essential for a deep and critical understanding of scientific concepts. Several authors advocate for the inclusion of the History of Science in education, as these discussions can broaden the student's general culture by attributing intrinsic value to understanding certain historical-scientific events. When contextualized, the NOS allows students to reflect on science as a dynamic product of scientific knowledge. This article investigated, using a tool adapted from the VNOS-C questionnaire, the arguments of 69 undergraduate students—including first-year, intermediate, and graduating students—from the Federal University of Western Pará (UFOPA). From the data obtained, it was possible to observe a diversity of conceptions about the NOS, including erroneous definitions, indicating the need to promote and strengthen discussions about the NOS in undergraduate courses.