Abstract
Scientific and technological initiation programs are developed to introduce students to scientific research and technological development. Our study aimed to evaluate undergraduate students' research experience, self-perceptions, and scientific production during one academic period. The study design was based on quantitative analysis of curricula vitae, and an electronic survey was conducted on students enrolled in a Brazilian Midwest Institute. The sample included 213 students (115 female, 54.0%) who participated in a Brazilian undergraduate program (UR) – called Scientific Initiation (SI) – during the 2018–2019 academic term. The students were divided into two groups according to their experience in research: 110 (51.6%) students were experiencing their first time in a research program, and 103 (48.4%) experienced students. The results showed that students who had participated in research activities more than once perceived the benefits of SI more positively (p=0.047) and demonstrated a greater volume of academic production than those who were participating for the first time (p<0.001). both groups agreed that experience in si will contribute to better academic performance graduate programs (novices: 64.5%; experienced: 71.8%). furthermore, most participating students expressed their intention continue involvement (novice: 59.1%; 64.1%), indicating the positive trajectory of brazilian programs. conclusion, undergraduate who participate ur programs, as positively production and training by providing personal professional benefits opportunity produce work can help initiate careers.
Author Information
Woska Pires da Costa, Instituto Federal Goiano, Brazil
Angélica Ferreira Melo, Instituto Federal Goiano, Brazil
Priscilla Rayanne E. Silva, Instituto Federal Goiano, Brazil
Matias Noll, Instituto Federal Goiano, Brazil
Paper Information
Conference: PCE2024
Stream: Educational Research
This paper is part of the PCE2024 Conference Proceedings (View)
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To cite this article:
Costa W., Melo A., Silva P., & Noll M. (2024) Why Engage in Scientific and Technological Initiation? A Groundbreaking Brazilian Study ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 497-504) https://doi.org/10.22492/issn.2758-0962.2024.38
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.38
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