Resumo

VILLALBA, Andrea Beatriz. Identification of epistemological barriers in the writing of university students. Ciência educ. [online]. 2024, vol.30, e24059.  Epub 19-Nov-2024. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320240059.

This study employs an exploratory-descriptive, cross-sectional design with a mixed analysis approach to identify and categorize the epistemological obstacles faced by a group of university students enrolled in the Biodiversity Degree, specifically in plant diversity. The identification process involves selecting meaningful units from student-written texts as indicators of different types of thinking. The analysis reveals two main groups of obstacles based on their frequency of occurrence. The first group consists of more common challenges related to general knowledge, verbal comprehension, and realistic interpretations. The second group includes obstacles categorized as animist, pragmatic, personal experience, and substantial barriers. Notably, there are no identified quantitative obstacles related to libido or the myth of digestion. Ultimately, the study emphasizes that common sense and existing knowledge play significant roles in the analysis and interpretation process of these epistemological challenges.

Palavras-chave : Higher education; Botany teaching; Teaching and learning process; Knowledge.

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