La relación entre las creencias epistemológicas y el desempeño de estudiantes de secundaria en la actividad investigativa en Física

Barra lateral del artículo

PDF (Português (Brasil)) PDF (English)
Publicado: jun 19, 2024
DOI: https://doi.org/10.14393/ER-v31e2024-31
Palabras clave:
Enseñanza de las Ciencias, Actividades investigativas, Naturaleza de la Ciencia

Contenido principal del artículo

Gabrielle de Oliveira Almeida
Prof. Roberto Herbster Gusmão - Brasil
https://orcid.org/0009-0006-7318-2556
Alessandro Damásio Trani Gomes
Universidade Federal de São João del-Rei - Brasil
https://orcid.org/0000-0001-9095-5270

Resumen

Este trabajo tiene como objetivo identificar la relación entre las concepciones epistemológicas de los estudiantes y su desempeño en una actividad investigativa, realizada en parejas, a través de una simulación por computadora. El desempeño de los estudiantes fue evaluado según un conjunto de factores: el número total de experimentos realizados, la exploración del campo experimental, el porcentaje de variables independientes investigadas; y la cantidad y/o porcentaje de pruebas válidas y concluyentes realizadas. De esta investigación cuantitativa participaron 184 estudiantes de primer año de secundaria de una escuela pública federal de Belo Horizonte. Los resultados sugieren que, en general, los estudiantes que tienen creencias epistemológicas más sofisticadas sobre la Naturaleza de la Ciencia tienden a presentar estrategias más apropiadas para el control de variables y la experimentación. A partir de los resultados obtenidos, se discuten implicaciones educativas y se proponen nuevas posibilidades de investigación en el área.

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Cómo citar
Almeida, G. de O., & Gomes, A. D. T. (2024). La relación entre las creencias epistemológicas y el desempeño de estudiantes de secundaria en la actividad investigativa en Física. Ensino Em Re-Vista, 31(Contínua), 1–25. https://doi.org/10.14393/ER-v31e2024-31
Número
Vol. 31 (2024): Publicación continua
Sección
DEMANDA CONTÍNUA
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Los trabajos publicados son de propiedad de sus autores, que podrán disponer de ellos para posteriores publicaciones, siempre haciendo constar la edición original (titulo original, Enseñanza en Re-Vista, volumen, nº, paginas). Todos los artículos de esta revista son de entera responsabilidad de sus autores, no cabiendo cualquier responsabilidad legal sobre su contenido a la Revista o a la EDUFU.

Citas

ALLCHIN, D. Evaluating knowledge of the nature of (whole) science. Science Education, v. 95, n. 3, p. 518-542, 2011. DOI: https://doi.org/10.1002/sce.20432.

ANPED. Ética e pesquisa em Educação: subsídios. Rio de Janeiro: ANPEd, 2019.

BARZILAI, S.; ZOHAR, A. Reconsidering personal epistemology as metacognition: A multifaceted approach to the analysis of epistemic thinking. Educational psychologist, v. 49, n. 1, p. 13-35, 2014. DOI: https://doi.org/10.1080/00461520.2013.863265.

CAREY, S. et al. An Experiment Is When You Try It and See if It Works": A Study of Junior High School Students' Understanding of the Construction of Scientific Knowledge. International Journal of Science Education, n. 11, p. 514–529, 1989. DOI: https://doi.org/10.1080/0950069890110504.

CAREY, S.; SMITH, C. On understanding the nature of scientific knowledge. Educational psychologist, v. 28, n. 3, p. 235-251, 1993. DOI: https://doi.org/10.1207/s15326985ep2803_4.

CARVALHO, A. M. P. Fundamentos teóricos e metodológicos do ensino por investigação. Revista Brasileira de Pesquisa em Educação em Ciências, p. 765-794, 2018. DOI: https://doi.org/10.28976/1984-2686rbpec2018183765.

DENG, F. et al. Students' views of the nature of science: A critical review of research. Science Education, v. 95, n. 6, p. 961-999, 2011. DOI: https://doi.org/10.1002/sce.20460.

DRIVER R. et al. Young people's images of science. McGraw-Hill Education (UK), 1996.

DUSCHL, R. A. Research on the history and philosophy of science. In: Gabel, D. L. Handbook of research on science teaching and learning. New York: Macmillan, 1994, p. 443-465.

EDMONDSON, K. M.; NOVAK, J. D. The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of research in Science Teaching, v. 30, n. 6, p. 547-559, 1993. DOI: https://doi.org/10.1002/tea.3660300604.

GOMES, A. D. T. Uma investigação sobre a aprendizagem dos conceitos de evidência no laboratório escolar. 2009. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade Federal de Minas Gerais, Belo Horizonte.

HODSON, D. Toward a Philosophically More Valid Science Curriculum. Science education, v. 72, n. 1, p. 19-40, 1988. DOI: https://doi.org/10.1002/sce.3730720103.

HOGAN, K. Exploring a process view of students' knowledge about the nature of science. Science education, v. 84, n. 1, p. 51-70, 2000. DOI: https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<51::AID-SCE5>3.0.CO;2-H.

KHISHFE, R. Improving students’ conceptions of nature of science: A review of the literature. Science & Education, p. 1-45, 2022. DOI: https://doi.org/10.1007/s11191-022-00390-8.

LEDERMAN, N. G.; ABD-EL-KHALICK, F.; LEDERMAN, J. S. Avoiding de-natured science: Integrating nature of science into science instruction. In: MCCOMAS, W. F. (Ed.), Nature of science in science instruction: Rationales and strategies. Cham: Springer Nature, 2020, p. 295-326.

LEDERMAN, N. G.; LEDERMAN, J. S. Research on teaching and learning of nature of science. In: LEDERMAN, N. G.; ABELL, S. K. (Eds.) Handbook of research on science education, volume II. Routledge, 2014. p. 614-634.

LEE, S. W. et al. Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, v. 105, n. 5, p. 880-907, 2021. DOI: https://doi.org/10.1002/sce.21663.

LIN, F. Characterizing elementary-school students’ epistemology of science: Science as collective theory-building process. The Asia-Pacific Education Researcher, v. 27, n. 6, p. 487-498, 2018. DOI: https://doi.org/10.1007/s40299-018-0411-4.

LIN, F.; ZHU, G.; CHAN, C. K. K. Do epistemically more sophisticated students always learn better than epistemically less sophisticated students in a constructivist learning context? Educational Psychology, v. 43, n. 6, p. 583-603, 2023. DOI: https://doi.org/10.1080/01443410.2023.2241685.

LIN, H. S.; CHIU, H. L. Student understanding of the nature of science and their problem-solving strategies. International Journal of Science Education, v. 26, n. 1, p. 101-112, 2004. DOI: https://doi.org/10.1080/0950069032000070289.

LISING, L.; ELBY, A. The impact of epistemology on learning: A case study from introductory physics. American Journal of Physics, v. 73, n. 4, p. 372-382, 2005. DOI: https://doi.org/10.1119/1.1848115.

MAINARDES, J.; CARVALHO, I. C. M. Autodeclaração de princípios e de procedimentos éticos na pesquisa em Educação. In Ética e pesquisa em educação: subsídios. Rio de Janeiro: ANPED, p. 129-132, 2019.

MANZ, E.; LEHRER, R.; SCHAUBLE, L. Rethinking the classroom science investigation. Journal of Research in Science Teaching, v. 57, n. 7, p. 1148-1174, 2020. DOI: https://doi.org/10.1002/tea.21625.

MATTHEWS, M. R. The Nature of Science and Science Teaching. In: FRASER, B. J.; TOBIN, K.G. (Eds). International Handbook of Science Education. Dordrecht: Kluwer Academic Publishers, 1998, p. 981-999.

MATTHEWS, M. R. Changing the focus: From nature of science (NOS) to features of science (FOS). In KHINE, M. S. (Ed.) Advances in nature of science research: Concepts and methodologies. Dordrecht: Springer, 2012, p. 3-26.

MCCOMAS, W. (Ed.). Nature of science in science instruction: Rationales and strategies. Cham: Springer Nature, 2020.

METE, P. The relationship between the epistemological beliefs, science learning approaches and scientific inquiry skills: a path analysis. Research in Science & Technological Education, p. 1-20, 2023. DOI: https://doi.org/10.1080/02635143.2023.2209845.

METZ, K. E. Disentangling robust developmental constraints from the instructionally mutable: Young children's epistemic reasoning about a study of their own design. The Journal of the Learning Sciences, v. 20, n. 1, p. 50-110, 2011. DOI: https://doi.org/10.1080/10508406.2011.529325.

MILLAR, R. et al. Investigating in the school science laboratory: conceptual and procedural knowledge and their influence on performance. Research Papers in Education, v. 9, n. 2, p. 207-248, 1994. DOI: https://doi.org/10.1080/0267152940090205.

NASCIMENTO, R. D.; GOMES, A. D. T. A relação entre o conhecimento conceitual e o desempenho de estudantes em atividades investigativas. Revista Brasileira de Pesquisa em Educação em Ciências, p. 935-965, 2018. DOI: https://doi.org/10.28976/1984-2686rbpec2018183935.

OECD. PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial Literacy, PISA, OECD Publishing, Paris, 2016. DOI: https://doi.org/10.1787/9789264255425-en.

SANDOVAL, W. A. Understanding students' practical epistemologies and their influence on learning through inquiry. Science education, v. 89, n. 4, p. 634-656, 2005. DOI: https://doi.org/10.1002/sce.20065.

SCHWICHOW, M. et al. What students learn from hands‐on activities. Journal of research in science teaching, v. 53, n. 7, p. 980-1002, 2016. DOI: https://doi.org/10.1002/tea.21320.

SMITH, C. L.; WENK, L. Relations among three aspects of first‐year college students' epistemologies of science. Journal of Research in Science Teaching, v. 43, n. 8, p. 747-785, 2006. DOI: https://doi.org/10.1002/tea.20113.

STATHOPOULOU, C.; VOSNIADOU, S. Exploring the relationship between physics-related epistemological beliefs and physics understanding. Contemporary Educational Psychology, v. 32, n. 3, p. 255-281, 2007. DOI: https://doi.org/10.1016/j.cedpsych.2005.12.002.

TABER, K. S. Reflecting the nature of science in science education. In: TABER, K. S.; AKPAN, B. (Eds.). Science Education: an international course companion. The Netherlands: Sense Publishers, 2017. p. 23-37.

VAN GRIETHUIJSEN, R. A. et al. Global patterns in students’ views of science and interest in science. Research in science education, v. 45, p. 581-603, 2015. DOI: https://doi.org/10.1007/s11165-014-9438-6 .

VORHOLZER, A.; VON AUFSCHNAITER, C.; BOONE, W. J. Fostering upper secondary students’ ability to engage in practices of scientific investigation: A comparative analysis of an explicit and an implicit instructional approach. Research in Science Education, v. 50, p. 333-359, 2020. DOI: https://doi.org/10.1007/s11165-018-9691-1.

WU, H. K.; WU, C. L. Exploring the development of fifth graders' practical epistemologies and explanation skills in inquiry-based learning classrooms. Research in Science Education, v. 41, n. 3, p. 319–340, 2011. DOI: https://doi.org/10.1007/s11165-010-9167-4.

ZÔMPERO, A. F.; LABURÚ, C. E. Atividades investigativas no ensino de ciências: aspectos históricos e diferentes abordagens. Ensaio Pesquisa em Educação em Ciências, v. 13, p. 67-80, 2011. DOI: https://doi.org/10.1590/1983-21172011130305.