Dissertations / Theses on the topic 'Habitus scientifico'

L'ambito in cui si colloca la presente ricerca è la problematica della comunicazione scientifica nella prospettiva della sociologia dei movimenti scientifici. Il movimento della cibernetica statunitense trova la sua rilevanza come oggetto sociologico in quanto fenomeno sui generis, caratterizzato da forme di sviluppo e di successo non direttamente connesse alla fase nascente. L'approccio della teoria del campo di Bourdieu ha costituito un punto di partenza per l'analisi, focalizzando l'attenzione sulle dinamiche processuali di costruzione ricostruzione dell'identità del movimento nel corso del tempo. La ricerca è composta da due approfondimenti tematici: nella prima parte sono state individuate ed esaminate tre fasi di vita del movimento cibernetico (nascente, organizzativa, istituzionale) nell'ottica della costruzione del campo e dell'habitus specifico; nella seconda parte, che consiste in un'analisi della fase organizzativa è stato osservato il contesto delle piccole conferenze interdisciplinari come luogo di riproduzione dell'habitus cibernetico. Il risultato che è emerso nel corso della ricerca consiste in una riconsiderazione della vicenda della cibernetica a partire dalla situazione sociale del suo sviluppo, e in particolare delle forme di comunicazione interna ed esterna al campo scientifico, fornendo così un contributo non solo per la storiografia ma anche per l'analisi sociologica della scienza.

For mule deer (Odocoileus hemionus) in the Intermountain West, alterations to habitat are outpacing strategies to mitigate human disturbance on critical seasonal ranges and migration routes.

Conserving mule deer habitat requires cooperation between a diverse group of stakeholders, state wildlife agencies, and federal land management agencies. The first chapter of this thesis explores the current and historical relationship between state wildlife agencies, citizen stakeholders, and federal agencies in order to highlight opportunities to improve cooperative habitat conservation in the United States. Conservation is a result of social, political, and economic action, but relies upon science to inform policy. The second chapter explores the seasonal habitat use of mule deer in southwestern Wyoming. In response to low fawn recruitment, the Wyoming Game and Fish Department deployed 15 GPS collars on adult female mule deer in an effort to enhance knowledge of mule deer population dynamics, migrations, and habitat use. The study captured two winter climate regimes, with greater winter severity during the 2010-11 winter compared to the winter of 2011-12. Deer migrated an average of 23.9 km (SE = 2.2) between seasonal ranges, and completed spring migrations nearly one month earlier following the milder winter of 2011-12 (t19 = 5.53, df = 19, P ≤ 0.001). Pooled, the average area of winter ranges (1057 ha, SE = 103, n = 26) was larger than summer ranges (423 ha, SE = 51 ha, n = 25) (t = −5.44, df = 49, P ≤ 0.001), with no increase or decrease in size of seasonal ranges detected between years (P = 0.243) according to a post-hoc Tukey HSD test. Between years, deer were observed to shift the geographic center of winter ranges (2.9 km, SE = 1.1, n = 12) to a larger degree than summer ranges (0.4 km, SE = 0.1, n = 12) (t = −2.20, df = 22, P = 0.040). Survival and pregnancy rates (86% and 96%, respectively) correlated closely with other mule deer studies, and neither factor appears to negatively impact population growth.

Identifying seasonal ranges and migration routes, and quantifying seasonal habitat use, will assist Wyoming Game and Fish Department efforts to protect mule deer seasonal habitats and migration routes, and direct vegetation manipulations intended to improve the nutritional quality of habitats. On average, winter ranges included a later percentage of shrub-dominated habitat (83.8%, SE = 0.3, n = 26) than summer ranges (57.5%, SE = 2.0, n = 25) (t = −4.42, df = 49, P ≤ 0.001). Summer ranges averaged a greater proportion of agricultural lands (2.8%, SE = 1.1, n = 25) and aspen (Populus tremuloides ) habitats (9.0%, SE = 2.2, n = 25) than winter ranges (0.1%, SE = 0.1, n = 26 and 0.2%, SE = 0.0, n = 26, respectively) (t = 3.03, df = 49, P = 0.004 and t= 3.86, df = 49, P ≤ 0.001, respectively). Mule deer ranges are primarily located on Bureau of Land Management (73%, SE = 2.8, n = 51) and privately owned (17.3%, SE = 2.9, n = 51) lands, highlighting opportunities for cooperative partnerships for mule deer habitat conservation.

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Muitos questionamentos relativos ao conhecimento científico e tecnológico e sua pertinência social tem sido gerados em decorrência tanto do seu desenvolvimento quanto da especialização da ciência e da forma como ela se dividiu em setores e áreas do conhecimento. Este trabalho de constituição de significados culturais, visto pela perspectiva discursiva, busca, por meio de análise sistemática, identificar formações discursivas e, portanto, ideológicas, que constituem significações e correspondem, na prática, a pontos de vista, valores, escolhas e posições adotadas pelos cientistas, que são expressão de seus habitus, ao falarem à sociedade, abordando questões de ensino. Logo, o objetivo desta investigação é apreender, nos discursos de cientistas da pesquisa de base brasaileiros, aqui analisados, perspectivas relativas ao ensino de ciências que podem estar contribuindo para a formação de um imaginário da ciência desfavorável à perspectiva cultural proposta pela pesquisa em ensino e educação, bem como divisar possíveis pontos de sustentação da separação entre cientistas da pesquisa de base e os da aplicada, particularmente os estudiosos do ensino de ciências, que repercutem no não estabelecimento de uma perspectiva mais coesa sobre cultura científica em nosso país.
Many questions related to the scientific, and technological knowledge and their social relevance have been generated due to the science specialization and the form how it divided iself in sectors and areas of knowledge. This work of cultural meanings constitution, seen by the discourse perspective, seeks, by a systematic analysis, identify discursive formations and thus, ideological, that constitute meanings and are related to, in practice, points of view, values, choices and positions taken by scientists, that express their habitus, when they talk to the society about teaching issues. So, the intention of this work is to apprehend, in the discourses of the Brazilian scientists here studied, perspectives related to the teaching of sciences that could contribute to the the formation of an imaginary of the science unfavorable to the cultural perspective proposed by the research in education and teaching, also how to discern possible points of support of the separation between basic research scientists and applied research scientists that reverberate into the no establishment of a more unified perspective about scientific culture in our country.

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Financiadora de Estudos e Projetos
This study is the result of a field research theme of "social dynamics of recognition and the establishment of the university teacher habitus", made from semi-structured interviews that focused on family and school career / academic. The selected group of teachers was considered a department of excellence in science, from a public university in the state of São Paulo. Had we assume the formation of a habitus that is peculiar to these professionals and that related to the social construction of a professional identity and associated personnel rules and practices of academic-scientific. The objective was to analyze the existence of the relationship between the dynamics of recognition in the scientific field and the establishment of lasting provisions peculiar to their agents, which have shown to be associated with an ideal of performativity and success. In this perspective, from the use of qualitative research method and emphasis on discourse analysis as relevant social practice, we analyzed the relationships between values, choices and needs that guide individuals' sense of investment in scientific field; investment in their rules and their "game" peculiar.
Este estudo é resultado de uma pesquisa de campo, de tema dinâmicas sociais do reconhecimento e a constituição do habitus do professor universitário , realizada a partir de entrevistas semi-estruturadas que versavam sobre trajetória familiar e escolar/acadêmica. O grupo selecionado fora de professores de um departamento considerado de excelência no campo científico, de uma universidade pública do estado de São Paulo. Teve-se como hipótese a formação de um habitus que fosse peculiar a estes profissionais e que se relacionasse à construção social de uma identidade profissional e pessoal associada às normas e práticas do campo acadêmico-científico. Assim, objetivou-se analisar a existência da relação entre as dinâmicas do reconhecimento no campo científico e a constituição de disposições duradouras peculiares aos seus agentes, as quais demonstraram estar associadas a um ideal de performatividade e sucesso. Nesta perspectiva, a partir do emprego do método qualitativo de pesquisa e com ênfase na análise do discurso enquanto prática social relevante, foram analisadas as relações entre valores, escolhas e necessidades que orientam o senso de investimento dos indivíduos ao campo científico; ao investimento em suas regras e seu jogo peculiar.

In questa tesi verrà mostrato un sistema innovativo, finalizzato a supportare l’esplorazione e l’analisi di collezioni di articoli scientifici. Il nome stesso, DocuDipity, deriva dall’unione di "Document" e "Serendipity", cioè fare scoperte inattese sui documenti e in particolare sul modo in cui i sono scritti. Grazie a DocuDipity è possibile individuare particolare proprietà degli articoli, ad esempio la distribuzione delle citazioni o dei contributi di autori diversi, senza l’obbligo di sfogliare pagina per pagina gli articoli.

Orientador: Roberto Nardi
Banca: Claudio Bertolli Filho
Banca: Marcos Daniel Longuini
Banca: Ana Maria de Andrade Caldeira
Resumo: Muitos questionamentos relativos ao conhecimento científico e tecnológico e sua pertinência social tem sido gerados em decorrência tanto do seu desenvolvimento quanto da especialização da ciência e da forma como ela se dividiu em setores e áreas do conhecimento. Este trabalho de constituição de significados culturais, visto pela perspectiva discursiva, busca, por meio de análise sistemática, identificar formações discursivas e, portanto, ideológicas, que constituem significações e correspondem, na prática, a pontos de vista, valores, escolhas e posições adotadas pelos cientistas, que são expressão de seus habitus, ao falarem à sociedade, abordando questões de ensino. Logo, o objetivo desta investigação é apreender, nos discursos de cientistas da pesquisa de base brasaileiros, aqui analisados, perspectivas relativas ao ensino de ciências que podem estar contribuindo para a formação de um imaginário da ciência desfavorável à perspectiva cultural proposta pela pesquisa em ensino e educação, bem como divisar possíveis pontos de sustentação da separação entre cientistas da pesquisa de base e os da aplicada, particularmente os estudiosos do ensino de ciências, que repercutem no não estabelecimento de uma perspectiva mais coesa sobre cultura científica em nosso país.
Abstract: Many questions related to the scientific, and technological knowledge and their social relevance have been generated due to the science specialization and the form how it divided iself in sectors and areas of knowledge. This work of cultural meanings constitution, seen by the discourse perspective, seeks, by a systematic analysis, identify discursive formations and thus, ideological, that constitute meanings and are related to, in practice, points of view, values, choices and positions taken by scientists, that express their habitus, when they talk to the society about teaching issues. So, the intention of this work is to apprehend, in the discourses of the Brazilian scientists here studied, perspectives related to the teaching of sciences that could contribute to the the formation of an imaginary of the science unfavorable to the cultural perspective proposed by the research in education and teaching, also how to discern possible points of support of the separation between basic research scientists and applied research scientists that reverberate into the no establishment of a more unified perspective about scientific culture in our country.
Doutor

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The context of the scientific research can be considered as a scientific field, a social space formed by power relations between agents which accumulate scientific capital. The operation of this field produces and assumes a specific form of interest, contaminated by the knowledge of the position occupied on the hierarchies established in the field that directly influence the scientific practices choices. In this essay was aimed to understand the research agents scientific practice in strategy in the academic programs in stricto sensu in Brazil, under the Bourdieu's perspective. The research s strategy combined aspects of praxiology proposed by Bourdieu with the study technique of collective case and involved statistical analysis with a set of in-depth interviews. The main findings demonstrates that scientific practices perform as a mechanical reaction, directly determined by the conditions that precede it, adjusted by the requirements contained in the field structures. It was identified in the research, among the epistemological approaches reviewed, the predominance of studies that seek to build objective relations in which the social agent appears as a mere performer of something that is objectively programmed, that is external and the hegemony of quantitative research. Finally, it was noticed that the scientific practice of agents on research in strategy rely on the recognition of a competence which, beyond the effects it produces, provides authority and contributes to define not only game s rules but also its regularity
O contexto da pesquisa científica pode ser considerado como campo científico, um espaço social formado por relações de força entre agentes que acumulam capital científico. O funcionamento desse campo produz e supõe uma forma específica de interesses, contaminado pelo conhecimento da posição ocupada nas hierarquias instituídas do campo e que influenciam diretamente as escolhas das práticas científicas. O estudo que se apresenta buscou compreender, sob a ótica de Bourdieu, a prática científica dos agentes das pesquisas em estratégia nos programas acadêmicos stricto sensu em administração no Brasil. A estratégia da pesquisa combinou aspectos da praxiologia proposta por Bourdieu e a técnica de estudo de caso coletivo e envolveu análises estatísticas com um conjunto de entrevistas em profundidade. Os principais achados demonstram que as práticas científicas funcionam como uma reação mecânica, diretamente determinada pelas condições que a antecedem, ajustadas às exigências inscritas nas estruturas do campo. Identificou-se, na pesquisa analisada, quanto às abordagens epistemológicas revisadas, a predominância de estudos que buscam construir relações objetivas em que o agente social aparece como mero executante de algo que se encontra objetivamente programado, que lhe é exterior, e a hegemonia de pesquisas quantitativas. Por fim, foi possível perceber que a prática científica dos agentes nas pesquisas em estratégia repousa sobre o reconhecimento de uma competência que, para além dos efeitos que ela produz, proporciona autoridade e contribui para definir não somente as regras do jogo, mas também sua regularidade.

Um Kernfragen zur Mehrautorenschaft in einer bestimmten Zielgruppe zu klären, konzentriert sich diese Arbeit auf Aspekte von technologischer Kompetenz, menschlicher Interaktion und institutioneller Leitlinien. Zuerst werden interdisziplinäre Argumente in Bezug zu Mehrautorenschaft aus den Sozialwissenschaften, Naturwissenschaften, Informatik und Geisteswissenschaften präsentiert. Die Literaturübersicht enthält Statistiken zu Informationsnutzung, Beschreibung von Strategien des Wissensmanagements, Erforschung von Verhaltensmustern und Trends in der Kommunikationstechnologie, sowie Diskussionen einiger historischer, politischer und inhaltlicher Aspekte, welche die Anwendung des Internet als kollaboratives Werkzeug im akademischen Kontext beeinflussen können. Die Arbeit beschäftigt sich auch mit einigen Kontroversen zur Konzeption von Wissenschaft und wissenschaftlicher Praktiken, welche indirekt mit der Problematik von wissenschaftlicher Kommunikation und Zusammenarbeit, sowie Wissensproduktion in Zusammenhang stehen, insofern sie die Produktion Texten mit mehreren Autoren betreffen. Ein besonderer Schwerpunkt der Arbeit befasst sich mir dem zur Zeit vorherrschenden System zur Evaluation akademischer Publikationen (Bibliometrie oder Scientometrie; QUALIS und SCIELO Systeme). Das vorhandene System für die Evaluation von Autoren ist in der Regel unfair /voreingenommen. Das liegt daran, das Statistiken leicht manipuliert werden können um einer bürokratischen und unternehmerischen Agenda zu folgen oder individuelle Interessen darzustellen, anstatt die wirklichen Verdienste eines Autors widerzuspiegeln. Die Untersuchung wurde anhand von semi-strukturierten Interviews durchgeführt, in Kombination mit einer quantitativen Erhebung, welche drei miteinander verbundene Aspekte (technologische, institutionelle und kulturelle), die bei der in Mehrautorenschaft eine Rolle spielen, innerhalb des Graduiertenprogramms in 'Forest Engineering' an der Universidade Federal do Paraná (Brasilien) hervorheben sollte.
In order to verify core issues for co-authorship in a specific audience, the current work focus on technological literacy, human interaction, and institutional policy. It first presents an interdisciplinary collection of arguments from social sciences, natural sciences, computer sciences, and humanities about scientific collaboration, especially regarding co-authorship activities. This literature review includes statistics on information usage, description of knowledge management strategies, exploration of behavioral patterns, communication technology trends, and discussions of some historical, political and contextual elements that may be influencing the application of the Internet as a collaborative tool within academic contexts. It also draws back few controversies about the concept of science and its practices, which are indirectly related to the problematic of scholarly communication, scientific collaboration, and knowledge production. The investigation targets these activities in what they concern the production of co-authored texts. A special focus of this work targets the current mainstream system of academic publishing ranking and evaluation (Bibliometrics or Scientometrics; QUALIS and SCIELO systems). The existing measurement system for the ranking of authors is generally an unfair/biased system, as statistics can easily be manipulated by a bureaucratic and corporate agenda, or by individual interests, rather than representing the real merit of an author. The inquiry applies a semi-structured in-depth interview combined with a quantitative survey intending to reveal three interrelated aspects (Technological, Institutional, and Cultural) involved in co-authorship activities within the Graduate Program in Forest Engineering at the Federal University of Paraná/Brazil.

Coastal dolphin populations are exposed to non-consumptive human activities that can pose conservation challenges. Consequently, effective management strategies, using rigorous scientific assessments of exposed populations, are needed to mitigate any potential negative impacts of these activities. To inform management decisions for the conservation of the Hawaii Island spinner dolphin (Stenella longirostris) stock, I: (i) estimated abundance and survival rates; (ii) measured the effectiveness of various sampling scenarios to detect changes in abundance; (iii) identified important spinner dolphin resting habitats; and (iv) measured cumulative exposure to human activities. Between September 2010 and March 2013, boat-based and land-based sampling was undertaken to collect dolphin photo-identification, group behaviour and acoustic data from both inside and outside four important spinner dolphin resting bays on the Kona Coast of Hawaii Island. Between years, independent survival rate estimates were similar (0.97 ± 0.05 SE), and abundance estimates of 631 (95% CI 524-761) and 668 (95% CI 556-801; CV =0.09) were very consistent. At this precision, and with 95% power and a monitoring interval of three years, a 5% change in abundance would not be detected for 12 years. I documented that should resting spinner dolphins be displaced from resting bays, they are unlikely to engage in rest behaviour elsewhere. When resting inside bays, dolphins were most likely to rest between 10:00-14:00, and over sandy substrates. Individual spinner dolphins spent between 49.5% and 69.4% of daytime resting (mean = 61.7%). Dolphins were chronically and repeatedly exposed to human activities during daytime hours (> 82% of time), with a median duration of only ten min between interactions. The short interval between interactions may prevent recovery from disturbance and deprive individuals of rest and change their sleep state from “deep” to “light”. Rest deprivation and the disruption of sleep can lead to impaired cognitive abilities and ultimately effect population viability. These data provide a firm baseline for urgent consideration by managers to evaluate the risks to the spinner dolphins of Hawaii Island, potential pathways for mitigating human interactions and ways to measure the success of management interventions.

The subject matter of this Bachelor´s thesis is the Eastern Baltic Sea cod. A literature review has been done regarding how environmental factors such as salinity, oxygen supply and temperature but also the size of the cod populations affects the migration patterns and the habitat choice of the cod. The result of the review shows that, when the eastern Baltic cod population is small, its area of distribution is restricted to the southern parts of the Baltic Sea. Moreover, high salinity leads to a larger area of distribution, while low oxygen content in the Deep Basins leads to vertical migrations, as well as further migrations south and north, to areas with better hydrological conditions. Finally the the cod tend to prefer habitats with warmer water, if the oxygen and salinity conditions are suitable, at least during the spawning period. This thesis also include estimation on how well the annual scientific trawl surveys performed by coastal Baltic countries, reflects the actual cod population size. This estimation is partly based on a critical review of available information about the trawl survey design in relation to cod migration patterns, distribution and habitat choice. Furthermore, a test has been done of how well the annual stock size estimates for the latest year, presented in the International Council for the Exploration of the Sea (ICES) Annual Reports of the Baltic Fisheries Assessment Working Group (WGBFAS), between the years 1996-2009 reflected the best available stock size estimates from 2010. The results indicate that the scientific trawl surveys might not work satisfactory. This indicates that further research must be done in the field, therefore possible alternatives such as comparisons of positioning data of commercial and scientific trawls and interviews with fishermen are suggested.
Denna uppsats handlar om torsken i det östra Östersjöbeståndet. En litteratursammanfattning har gjorts gällande hur miljömässiga faktorer såsom salthalt, syretillgång, temperatur samt storleken på bestånden påverkar migrationsmönster och habitatval hos torsken. Resultaten visar bland annat att när torskbestånden är små blir torskens utbredningsområden begränsade till de södra delarna av Östersjön. Höga salthalter leder till större utbredningsområden medan låga syrehalter i djupbassängerna leder till vertikala migrationer såväl som längre migrationer söder och norr om bassängerna, till områden med bättre syretillgång. Torsken verkar dessutom föredra habitat med varmare vatten om syre- och salthaltsförhållandena är gynnsamma, åtminstone under lekperioden. Vidare inkluderar denna uppsats en bedömning av hur väl de årliga vetenskapliga trålningsundersökningarna som utförs av länder med kust mot Östersjön, återspeglar den faktiska storleken på torskbestånden. Denna bedömning baseras på en kritisk granskning av den information som finns tillgänglig gällande de vetenskapliga trålningsundersökningarna, i förhållande till torskens migrationsmönster, distribution och habitatval. Dessutom har ett test gjorts av hur väl de årliga beståndsuppskattningarna för 1996-2009 presenterade i International Council for the Exploration of the Sea (ICES) Annual Report of the Baltic Sea Fisheries Assessment Working Group (WGBFAS), reflekterar de bästa tillgängliga beståndsuppskattningarna från 2010. Resultaten indikerar att de vetenskapliga provtrålningsundersökningarna inte fungerar tillfredsställande, vilket visar på att vidare studier måste göras inom området. Möjliga alternativ, såsom jämförelser av positioneringsdata för kommersiell- samt vetenskaplig trålning, samt intervjuer med yrkesfiskare presenteras.

The main objective of this dissertation is to understand and analyze the Foundation for Science and Technology of the State of Pernambuco (FACEPE), its practices (management and operation procedures) and the relationship with stakeholders (researchers). It starts with the hypothesis that the practices used by the Foundation are strongly related to the experience and knowledgement accumulated in the scientific field, throughout history. This accumulation has led to the formation of a scientific culture and thus the construction of an habitus of the science professional, including expressing the particularity and universality of scientists from Pernambuco. This field consists of struggles and conflicts between actors involved in the constant pursuit of scientific authority, distinction and a better positioning in the field itself. Under these circumstances, FACEPE is understood as a microcosm of the scientific field, since it supplies symbolic and economic resources, while producing and reproducing the logic of the academic community. In this context, the research supports the theory of Pierre Bourdieu, as regards the notion of scientific field and habitus. The research procedures included interviews and form applications, as well as documentary and bibliographic sources. The period of analysis focused on 1989, year of creation of the Foundation, until 2011. As a result, it is possible to highlight that the actions of the Foundation are a reproduction of the sense of the scientific field, such as the occupation of management positions (its president and scientific director) and operating (its council and chamber). These are areas characterized by authority and academic competence, peer recognition, distinction and accumulation of symbolic capital (scientific, educational, social, etc.), embodied largely in Curriculum Lattes plataform. One of the manifestations of these are the edicts, since they also obey the rules established in the field, since the symbolic capital of the agent (the Curriculum Lattes) has great importance when assessing the merit of the project. Plus, another aspect identified from the data analysis is that there is a reproduction of the established order within the scientific community of Pernambuco, both by agents already present (certain researchers in relation to others) compared to younger and/or "newcomers" to the field, and with regard to certain areas instead of others, such as the natural and exact sciences facing the field of humanities. These elements show the characteristics of science and of their own habitus.
O objetivo principal da presente dissertação é compreender e analisar a Fundação de Amparo à Ciência e Tecnologia do Estado de Pernambuco (FACEPE), suas práticas (forma de gestão e funcionamento) e a relação com os agentes (pesquisadoras e pesquisadores). Parte-se da hipótese que as práticas utilizadas pela Fundação estão fortemente relacionadas com as experiências e conhecimentos acumulados no campo científico, ao longo da história. Tal acúmulo deu origem à formação de uma cultura científica e, assim, a construção de um habitus do profissional da ciência, inclusive manifestando as particularidades e universalidades dos cientistas pernambucanos. Esse campo é constituído por lutas e conflitos entre os agentes na constante busca pela autoridade científica, distinção e melhor posicionamento no próprio campo. Nessas circunstâncias, a FACEPE é compreendida como um microcosmo do campo científico, uma vez que oferta recursos financeiros e simbólicos, sem deixar de produzir e reproduzir a lógica da comunidade acadêmica. Nesse contexto, a pesquisa se respalda na teoria de Pierre Bourdieu, no que se refere à noção de campo científico e habitus. Os procedimentos de pesquisa incluíram entrevistas e aplicação de questionários, bem como fontes documentais e bibliográficas. O período de análise focalizou o ano de 1989, ano de criação da Fundação, até 2011. Como resultados, é possível destacar que, nas ações desta Fundação há uma reprodução do sentido do campo científico, tais como: a ocupação dos cargos de gestão (presidência e diretoria científica) e operativos (conselho e câmara). Estes são espaços caracterizados pela autoridade e competência acadêmica, reconhecimento dos pares, distinção e acúmulo de capitais simbólicos (científico, escolar, sociais, etc.), encarnado, em larga medida, no Currículo Lattes. Uma das manifestações disso são os editais, visto que os mesmos, também, obedecem às regras estabelecidas no campo, uma vez que, os capitais simbólicos do agente (seu Currículo Lattes) tem grande peso no momento da avaliação do mérito do projeto. Neste sentido, outro aspecto identificado a partir da análise dos dados é que há uma reprodução da ordem estabelecida no seio da própria comunidade científica pernambucana, tanto por parte dos agentes já consagrados (de determinados pesquisadores em relação a outros) ante aos mais jovens e/ou recém-chegados ao campo, quanto no que diz respeito a determinadas áreas sobre outras, como é o caso das ciências naturais e exatas frente à área das humanas. Tais elementos revelam as características do campo científico e de seu próprio habitus.

This thesis presents an empirical study of the meeting between a group of doctoral students and their research milieus, understood as a web of values in the social rooms. The purpose is to explore what these research milieus mean for the doctoral students and their questions about views of life.   The theoretical points of departure are on one hand the Uppsala Studies in Faith and Ideologies and on the other the concept of habitus in the study Homo Academicus of Pierre Bourdieu, including the idea that the postgraduate studies can be seen as a secondary socialization.   The study consists of three parts: an observation study, a questionnaire study and a field survey consisting of personal interviews.   The results are in short: 1.      Approximately seven of ten doctoral students reflect on questions about views of life every day or every week. 2.      The milieus of views of life, as interwoven parts of the research milieus, have influence on how the doctoral students think about questions of life. The empirical material shows that there is “a now” and “a then” to these questions. There often appears to be a difference between the cluster of life values in the research milieu and the much more soft values of the students that initiates this process. 3.      The value process mentioned above that is an important part of the secondary socialization often ends in conformity with those values that are parts of the present paradigm. However the process can also end in such a value conflict that the students (ca 25%) often or very often have reflected on discontinuing their postgraduate studies. The students’ soft values seem to be more important than the values they meet in the research milieu. 4.      These value questions, including the research ethics and the postulates of the paradigms, have little or no place in the university education. A part of the participants are of the opinion that questions about views of life are taboo in their research milieu.   The results from the empirical study are then confronted first with the theoretical concepts of Pierre Bourdieu, particularly his overly structuralistic view of agents and their habitus, and then with some central moments in the theoretical concept of Anders Jeffner, the prominent figure in Uppsala studies in faiths and ideologies. It is Jeffner’s individualistic view of the autonomous actor with a relative constancy in views of life that is called into question by the empirical results of this study.

The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to grasp what the experts and applicants consider. The thesis draws theoretical inspiration from the French sociologist Pierre Bourdieu especially his work on social practice and his explanations within praxeological knowledge. In this thesis cultural capital, habitus and doxa are used as concepts for constructing a social practice. Inspired by Bourdieu’s concepts, the appointment process is made visible grounded on documentation: judgments of qualifications written by external experts and the applicants’ documentation in their applications. The empirical material on merits is analyzed according to Bourdieu’s indicators on symbolic capacities. The disposition of habitus (as an inner organizing principle) is limited to cultural capital and background demographic data. The indicators on scientific skill are also transmitted into symbolic capacities on teaching skill. Three appointments as assistant professors are analyzed, framed by information on advertisement, description of documentation, time lapse and final decision in appointment committees. The main conclusions are that the experts select whom to appoint using their practical sense unaware of the driving forces, explained as social practice. The experts act in line with the purpose of the assignment and they follow all the rules and instructions. Teaching skill is focused by the applicants and experts as practical mastery in the subject field (pedagogical authority). Selection is explained by the concept of habitus. Another conclusion is the tendency to “nuanced” co-optation similar to when appointments were made by self selection and teaching ability was important in early 19th century. A final conclusion is that in positioning of arguments in shared beliefs (doxa) in questioning the appointment process, researchers in the early years of this century represent heterodox opinions.

博士
國立臺灣科技大學
應用科技研究所
102
The purpose of this study aimed to investigate high school students’ ontological and epistemic views about within the domain of science, scientific habits of mind, and goal orientations in learning science. To this end, the current study contained two parts of investigation. The first part of the study contained a sampling pool of 600 Taiwanese high school students. The students’ responses based on three separate instruments were intended to render quantitative indicators to represent students’ scientific epistemic beliefs, scientific habits of mind, and their goal orientations in learning science. The interplay as well as the structural relations among these constructs were then clarified. In addition, the second part of the study contained 40 representative participants selected from the sampling pool. These participants were interviewed about their ontological beliefs and scientific epistemic beliefs. These collected interview data also served as the research foundation to explore and substantiate the potential relationships between scientific ontological beliefs and other three variables in this study. In general, the first part of this study revealed that the students possessing more availing scientific epistemic beliefs tended to show more positive scientific habits of mind, and endorse mastery goal orientations in learning science. Furthermore, the path analysis unraveled that the students’ scientific habits of mind may serve as mediators between their scientific epistemic beliefs and goal orientations in learning science. For the second part of this study, 40 representative students selected from the sampling pool were deeply interviewed about their scientific ontological beliefs and scientific epistemic beliefs. Through analyzing the selected students’ interview responses, two dimensions (i.e., status of nature and structure about nature) regarding scientific ontological beliefs were derived and found to be associated. Moreover, a total of five pattern variations were found based on the selected students’ categorizations of ontological and epistemic beliefs (i.e., Realist/Empiricist, Idealist/Constructivist, Realist/Constructivist, Realist/Mixed, Mixed/Mixed). Overall, the students holding Idealist ontological beliefs in the two dimensions tended to have Constructivist epistemic beliefs. In addition, the students with more sophisticated ontological beliefs were more oriented to possess more positive scientific habits of mind and adopt mastery goal orientations in science learning. However, the students with less availing ontological beliefs (i.e., Realist) concerning the structure about nature may tend to endorse Performance-avoidance goal orientation in learning science.

Στην παρούσα μελέτη επιχειρείται η εξέταση των απόψεων των γυναικών μελών ΔΕΠ του πανεπιστημίου Πατρών σχετικά με τους παράγοντες που τις ώθησαν να ακολουθήσουν το ακαδημαϊκό επάγγελμα, όπως και των δυσκολιών που αυτές αντιμετωπίζουν στο εν λόγω πανεπιστημιακό πεδίο κατά την άσκηση του επαγγέλματός τους. Είναι μια ποιοτική προσέγγιση. Τα ερευνητικά υποκείμενα είναι είκοσι γυναίκες μέλη ΔΕΠ του Πανεπιστήμιου της Πάτρας, στις βαθμίδες της επίκουρης, αναπληρώτριας και καθηγήτριας. Η ερευνητική μέθοδος της συλλογής των δεδομένων είναι η ημιδομημένη συνέντευξη, η δε μέθοδος ανάλυσης, η ποιοτική ανάλυση περιεχομένου. Η επιλογή των θεωρητικών εννοιών του Bourdieu στις οποίες στηρίζεται η παρούσα μελέτη, είναι αυτές του habitus, του έμφυλου habitus, του πεδίου, του επιστημονικού πεδίου, του Κεφαλαίου, του πολιτισμικού κεφαλαίου, της συμβολικής βίας και τέλος της συμβολικής κυριαρχίας. Βασικά ευρήματα της παρούσας μελέτης αποτελούν τα εξής: α) παράγοντες που συμβάλλουν στην είσοδο των γυναικών στο επιστημονικό πεδίο του Πανεπιστημίου Πατρών, αποτελούν το ισχυρό πολιτισμικό κεφάλαιο που διαθέτουν, η παρώθηση από το οικογενειακό τους περιβάλλον, το ανδρικό πρότυπο ενός καθηγητή μέντορα, οι ευεργετικές διατάξεις του νόμου 1268/82 και τέλος η αγάπη τους για το ακαδημαϊκό επάγγελμα και το γνωστικό τους αντικείμενο, ιδιαίτερα δε για την έρευνα και β) οι δυσκολίες που αντιμετωπίζουν οι γυναίκες μέλη Δ.Ε.Π. του Πανεπιστημίου Πατρών συνδέονται με: τις απαιτήσεις του ακαδημαϊκού επαγγέλματος σε σχέση με τις υποχρεώσεις της γυναίκας ως συζύγου και μητέρας, τις έμφυλες αντιλήψεις και προκαταλήψεις για το γυναικείο φύλο στο ακαδημαϊκό επάγγελμα και την ελλειμματική κατοχή επιστημονικού κεφαλαίου σε σχέση με τους άνδρες ομότεχνούς τους.
This study attempted to examine the views of women faculty members at the University of Patras on the factors that led them to pursue the academic profession, and the difficulties they face in this scientific field during the exercise of their university profession. The research has the form of qualitative case study in which the research subjects are twenty women faculty members at the University of Patras, in the ranks of Assistant Professor, Associate Professor and Professor. The research method of collecting data is the semi structured interview, and the method of analysis is the qualitative content analysis. The selection of Bourdieu's theoretical concepts underlying this study are those of habitus, gendered habitus, field, scientific field, capital, cultural capital, symbolic violence and symbolic dominance. Key findings of this study are the following: a) factors that contribute to women entering the scientific field of the University of Patras are their strong cultural capital, the strong impulse from their familial environment, the male model of a professor as a mentor, the beneficial provisions of the law 1268/82 and their love for the academic profession and their discipline of the subject, especially for research and b) the difficulties faced by women faculty members of the University of Patras associated with: the requirements of the academic profession in relation to the woman’s obligations as a wife and mother, gendered perceptions and prejudices about the female gender in the academic profession and the lack of scientific capital.

碩士
國立屏東教育大學
數理教育研究所
95
Abstract In this study, a survey approach was adopted in order to explore the interrelationships between the extra-curricular reading habits of elementary school students, their ability to comprehend science texts, and their scientific creativity. The subjects of the study were 184 fifth- and sixth-grade students of an elementary school in Kaohsiung County. The three research tools used in the study were “Extra-curricular Reading Questionnaire,” “Science Text Comprehension Test,” and “Scientific Creativity Test.” The quantitative results of the questionnaire and tests were then subjected to a descriptive statistical analysis, an analysis of variance, and a correlation analysis. These data were then supplemented by and interpreted with data from semi-structured interviews. The main findings of this study were as follows: 1. Gender difference and grade level were not significant factors in the degree to which the students in this study enjoyed extra-curricular reading and in the amount of their extra-curricular reading. 2. Grade level was not a significant factor in the reading preferences of the students in this study, but gender was a significant factor in their reading preferences. 3. The extra-curricular reading preferences, the amount of extra-curricular reading, and the gender of elementary school students are not linked to significant differences in these students' science text comprehension. 4. There is a significant difference between fifth- and sixth-grade students in their science text comprehension and scientific creativity. 5 Differences in the students' scientific creativity were not clearly linked to the amount of their extra-curricular reading or to their gender. 6. Students who preferred extra-curricular readings in the sciences demonstrated significantly greater scientific creativity than students who preferred extra-curricular readings in other areas. 7. Students who scored in the top 27 percentile in science text comprehension also scored significantly higher in all three measures of scientific creativity than those who scored in the medium and lower ranges (the middle 46% and the bottom 27% respectively) in science text comprehension. 8. There was no significant correlation between the amount of extra-curricular reading done by elementary school students and these students' ability to comprehend science texts. 9. There was no significant correlation between the amount of extra-curricular reading done by elementary school students and these students' scientific creativity. 10. There was a significant correlation between the science text comprehension of the students in this study and their scientific creativity.

In 2007, the Student Equity and Talent Management Unit (SETMU) at the University of the Witwatersrand (Wits) initiated a programme called the Targeting Talent Programme (TTP). One of the objectives of the TTP is to equip students to be successful at university. The first cohort of students consisted of 270 talented Grade 9 students from disadvantaged rural and urban schools. They were identified at the end of 2006, and they attended enrichment sessions at the University during 2007, 2008 and 2009. Thirty seven of the students enrolled for Engineering at Wits in 2010. They were given no further assistance by the TTP. The TTP based the planning of its curriculum on the Competencies identified by the Programme for International Student Assessment (PISA). The primary aim of the PISA assessment is to determine the extent to which young people have acquired the wider knowledge and skills in reading, mathematical and scientific literacy that they will need in adult life, hence the TTP attempted to incorporate the PISA Competencies in their curriculum in order to equip students for tertiary education. Habits of Mind identified by Cuoco and others were also used in planning the TTP curriculum in order to equip students with thinking skills. The TTP was successful in helping students to achieve university entrance, but there is a need to investigate to what extent the three year intervention program enables the students to succeed at university. This report focuses on the 37 students who enrolled for Engineering at Wits in 2010. They are compared to a sample of 37 students from the 2010 cohort who did not attend the TTP. The sample of non-TTP students was chosen by matching the National Senior Certificate Mathematics and Science marks obtained by the ex-TTP students as closely as possible. Thus two samples with an almost identical initial academic profile were created. One of the differences between the samples is that the ex-TTP students had had input which was aimed at equipping them to attain university entrance and to succeed there, whereas the other students had had no such formal assistance. The ex-TTP students were also compared with the cohort as a whole. This report shows that 16 of the 37 students (43%) passed the Mathematics, Mechanics and Physics courses that they were enrolled for. It also shows that the ex-TTP students scored lower on average than the non-TTP students and the cohort, for the Mathematics, Physics and Mechanics courses that they were enrolled for. Interviews with 9 of the ex-TTP students show that they did not consciously transfer study techniques from the TTP to university. The TTP was thus only partially successful in its objective of enabling students to be successful at university.