Paradigms in the teaching of contemporary science: unconscious fetters?
DOI:
https://doi.org/10.33233/rbfex.v20i5.4891Keywords:
education; scientific publication indicators; scientific communication and diffusionAbstract
Advances in technology have changed many aspects of communication, and that includes the scientific milieu. The format of content presentation, dissemination, availability, and speed of sharing are examples of the discrepancy between the old model of dissemination of scientific information and the current one. However, the way of teaching scientific research in higher education (which permeates from scientific initiation to doctorate) still cultivates retrograde ideas that make it difficult to learn about the needs to do and transmit science with quality. The purpose of this article is to question some of the mistakes in the teaching of research and scientific writing. After all, the repercussions of such aspects can present themselves as barriers to learning and/or keep authors away from the publication of their studies. So, if developing science and building a scientifically literate society is really a purpose, we need to review the way we teach research.
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