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Explicações científicas na aprendizagem da termodinâmica : um trabalho com alunos do 11º ano
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É consensual que o envolvimento dos alunos na construção de explicações científicas promove uma aprendizagem significativa, quer do ponto de vista do conhecimento científico, quer do ponto de vista do desenvolvimento intelectual. Assim, este trabalho tem como objetivo conhecer como é que a construção de explicações científicas contribui para as aprendizagens dos alunos sobre o tema “Termodinâmica”. Pretende conhecer-se, mais especificamente, qual a evolução na construção das explicações científicas dos alunos quando envolvidos nas tarefas sobre o tema “Termodinâmica”, que dificuldades sentem os alunos na construção de explicações científicas sobre o tema “Termodinâmica”, e que aprendizagens desenvolvem os alunos na construção de explicações científicas sobre o tema “Termodinâmica”. Para dar resposta a cada uma das questões de investigação, foram desenvolvidas 5 tarefas sobre Termodinâmica para promover a construção de explicações científicas dos 26 alunos de uma turma do 11.º ano, pertencentes a uma escola secundária da região de Lisboa. As tarefas foram construídas de acordo com o modelo PRO (premise-reasoning-outcome), e continham três questões: na primeira questão, os alunos deveriam descrever o que observavam com base nos dados fornecidos; na segunda questão pretendia-se que os alunos explicassem os mecanismos ao nível submicroscópico, e na terceira questão os alunos deveriam construir uma explicação científica para o fenómeno em causa. Neste trabalho, recorreu-se a uma metodologia de investigação qualitativa, e os dados foram recolhidos com base em três instrumentos: questionário de resposta aberta, notas de campo e registos escritos dos alunos. Os resultados obtidos revelaram evolução na construção de explicações científicas de 10 alunos (19%). A análise dos dados permitiu também concluir que se, por um lado, o envolvimento dos alunos em tarefas de construção de explicações científicas facilitou a aprendizagem relativamente aos conceitos científicos e à interligação dos fenómenos macroscópicos e submicroscópicos, por outro lado, estes dois fatores representaram dificuldades dos alunos na construção das explicações.
There is a consensus that students' involvement in the construction of scientific explanations contributes to significant learning, from both the scientific knowledge and intellectual development. Therefore, this work aims to investigate how the construction of scientific explanations contributes to students’ learning about “Thermodynamics”. It is intended to understand, more specifically, the evolution in the construction of students' scientific explanations when involved in tasks about “Thermodynamics”, what difficulties are presented by students during the construction of scientific explanations about “Thermodynamics”, and what do students learn with the construction of scientific explanations about “Thermodynamics”. To answer each of the research questions, 5 tasks on Thermodynamics were developed to promote the construction of scientific explanations by 26 students belonging to an 11th grade class, from a high school in Lisbon region. The tasks were constructed according to the PRO model (premise-reasoning-outcome). They were composed of three questions: in the first question, students had to describe what they observed based on the data provided; in the second question, students were expected to explain the mechanisms at the submicroscopic level, and in the third question, students were expected to construct a scientific explanation for the phenomenon. A qualitative research methodology was used, and data were collected based on three instruments: a questionnaire, field notes and students' written documents. The results obtained reveal the evolution in the construction of scientific explanations by 10 students (19%). It was also possible to conclude that if, on one hand, the involvement of students in the construction of scientific explanations allowed students to learn scientific concepts as well as to establish a connection between macroscopic and submicroscopic phenomena, on the other hand, these two factors were also shown to be students’ difficulties in the construction of explanations.
There is a consensus that students' involvement in the construction of scientific explanations contributes to significant learning, from both the scientific knowledge and intellectual development. Therefore, this work aims to investigate how the construction of scientific explanations contributes to students’ learning about “Thermodynamics”. It is intended to understand, more specifically, the evolution in the construction of students' scientific explanations when involved in tasks about “Thermodynamics”, what difficulties are presented by students during the construction of scientific explanations about “Thermodynamics”, and what do students learn with the construction of scientific explanations about “Thermodynamics”. To answer each of the research questions, 5 tasks on Thermodynamics were developed to promote the construction of scientific explanations by 26 students belonging to an 11th grade class, from a high school in Lisbon region. The tasks were constructed according to the PRO model (premise-reasoning-outcome). They were composed of three questions: in the first question, students had to describe what they observed based on the data provided; in the second question, students were expected to explain the mechanisms at the submicroscopic level, and in the third question, students were expected to construct a scientific explanation for the phenomenon. A qualitative research methodology was used, and data were collected based on three instruments: a questionnaire, field notes and students' written documents. The results obtained reveal the evolution in the construction of scientific explanations by 10 students (19%). It was also possible to conclude that if, on one hand, the involvement of students in the construction of scientific explanations allowed students to learn scientific concepts as well as to establish a connection between macroscopic and submicroscopic phenomena, on the other hand, these two factors were also shown to be students’ difficulties in the construction of explanations.
Descrição
Relatório da prática de Ensino Supervisionada, Mestrado em Ensino de Física e de Química no 3º Ciclo do Ensino Básico e do Ensino Secundário, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Explicação científica Termodinâmica Física - Estudo e ensino Relatórios da prática de ensino supervisionada - 2024