Student’s Social Representations of Science

It is important to know what contributes and what hinders students from assume the role of a scientist. A way to know it is by understanding them better. This paper’s goal was to analyze opinions from members of a university regarding science. It is based on the theory of social representations, by describing its dimensions: figurative core, anchoring, information, attitude, practices and scientific identity. It was guided through longitudinal qualitative focus, followed by a descriptive method. 25 students from a bachelor’s degree in education in Mexico were interviewed. The findings showed the complexities in ways how students acted, evaluated, and thought. They are not always binary: acceptance-rejection; there are shades and contradictions. It encourages to base scientific education by fully knowing the students.