Panorama analítico de monografias de licenciatura em Ciências Biológicas e comparação com dissertações e teses em ensino de Ciências e Biologia

Abstract

This study compares research practices in undergraduate theses with those in master's dissertations and doctoral theses (DTs) from graduate programs, identifying trends and gaps in science and biology teaching research. We analyzed undergraduate theses from the Biological Sciences courses at the State University of xxxxx (xxxx), specifically from the IES B campus (241) and the IES A campus (395), compared them with the DT descriptors used by Teixeira and Megid-Neto. We utilized lexicographic analyses in IRaMuTeQ to provide a detailed exploration of the subjects and themes of the theses. Our findings reveal that undergraduate research at IES B focuses primarily on primary and lower secondary education, while IES A’s work addresses higher education, and DTs concentrate on high school education. IES B’s studies were predominantly empirical-descriptive, similar to DTs, while IES A produced more intervention-based studies. The essay format was absent from both campuses and remains rare in graduate research. While common topics such as teaching resources, teacher education, and teaching-learning processes are recurrent in undergraduate and graduate research, IES B also explored Environmental Education, Ethnobiology, and Sexuality. At the same time, IES A emphasized Diversity/Inclusion and Microbiology. The word cloud and descending hierarchical classification in IRaMuTeQ highlighted the relevant role of programs such as PIBID, pedagogical residency, and academic tutoring in the theses analyzed. This study uncovers significant similarities and differences between undergraduate and graduate research outputs, reflecting the distinct characteristics of each course and academic level.