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Natureza do conhecimento científico e aprendizagens dos alunos do 7º ano no tópico "Materiais" através de tarefas de investigação
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Resumo(s)
No decorrer da segunda década do século XXI é internacionalmente reconhecido que cidadãos cientificamente letrados devem compreender o conhecimento científico, assim como, a Natureza do Conhecimento Científico (NCC). Nesse contexto, o presente trabalho tem como o objetivo avaliar de que forma as tarefas de investigação contribuem para a evolução da perceção dos alunos de 7.º ano sobre a NCC e as suas aprendizagens sobre o tópico dos “Materiais”. Para responder a este objetivo emergiram três questões orientadoras: (1) Qual a evolução na perceção dos alunos sobre a NCC? (2) Que dificuldades sentem os alunos na realização de tarefas de investigação? (3) Que aprendizagens desenvolvem os alunos quando estão envolvidos em tarefas de investigação? Para isso, foi elaborada uma proposta didática onde se desenvolveram cinco tarefas de investigação, seguindo o modelo dos 5E’s (Engage, Explore, Explain, Elaborate, Evaluate), ao longo de onze aulas de sessenta minutos de duração. Para além do carácter investigativo, as tarefas foram também desenvolvidas para abordar de modo explícito e reflexivo a NCC, variando o contexto da aprendizagem. No estudo participaram 24 alunos do 7.º ano pertencentes a uma escola básica e secundária da região de Torres Vedras. Neste trabalho, foi adotada uma metodologia de investigação qualitativa onde foram utilizados os seguintes instrumentos de recolha de dados: questionário VASI (Views About Scientific Investigation), aplicado antes e após a intervenção didática; os registos escritos dos alunos, que inclui as respostas dos alunos durante a realização da tarefa e a planificação da investigação registada no “caderno do cientista” e nos documentos digitais; e ainda, as notas de campo decorrentes da observação naturalista. Com este trabalho, mostrou-se que envolver os alunos na realização de tarefas de investigação que abordam de forma explícita e reflexiva a NCC melhora significativamente a sua compreensão, em particular, dos sete aspetos descritos por Lederman e Lederman (2012). A intervenção mostrou resultados estatisticamente significativos em seis dos aspetos. No aspeto 6, ‘as conclusões devem ser consistentes com os dados’ demonstrou-se a evolução positiva da perceção dos alunos sobre este aspeto, embora não de forma estatisticamente significativa. No que diz respeito às dificuldades, os resultados mostraram que os alunos têm pouca autonomia em realizar as tarefas de investigações e não valorizam o trabalho em grupo. Além disso, as tarefas de investigação contribuíram para a aprendizagem de conceitos de química no tópico dos “Materiais” e processos científicos, particularmente, no saber executar, planear e interpretar dados para tirar conclusões.
In the course of the second decade of the 21st century, it is internationally recognized that scientifically literate citizens must understand scientific knowledge as well as the Nature of Scientific Knowledge (NOSK). In this context, the present work aims to evaluate how investigative activities contribute to the evolution of 7th-grade students' perceptions of NOSK and their learning about the topic of "Materials." To address this aim, three guiding questions emerged: (1) What is the evolution in students' perceptions of NOSK? (2) What difficulties do students encounter in carrying out investigative tasks? (3) What learning do students develop when they are involved in investigative tasks? For this, a didactic proposal was developed where five investigative activities were designed, following the 5E's model (Engage, Explore, Explain, Elaborate, Evaluate), over eleven sixty-minute lessons. In addition to the investigative character, the tasks were also designed to explicitly and reflectively address NOSK, varying the learning context. The study involved 24 7th-grade students from a primary and secondary school in the Torres Vedras region. In this work, a qualitative research methodology was adopted, using the following data collection instruments: the VASI questionnaire (Views About Scientific Investigation), applied before and after the didactic intervention; students' written records, which include their responses during the task and the investigation plan recorded in the "scientist's notebook" and digital documents; and field notes from naturalistic observation. This work demonstrated that involving students in investigative tasks that explicitly and reflectively address NOSK significantly improves their understanding, particularly of the seven aspects described by Lederman & Lederman (2012). The intervention showed statistically significant results in six of the aspects. In aspect 6, 'conclusions must be consistent with data,' a positive evolution in students' perception of this aspect was demonstrated, although not statistically significant. Regarding difficulties, the results showed that students have little autonomy in carrying out investigative tasks and do not value group work. Furthermore, investigative tasks contributed to the learning of chemistry concepts in the topic of "Materials" and scientific processes, particularly in knowing how to execute, plan, and interpret data to draw conclusions.
In the course of the second decade of the 21st century, it is internationally recognized that scientifically literate citizens must understand scientific knowledge as well as the Nature of Scientific Knowledge (NOSK). In this context, the present work aims to evaluate how investigative activities contribute to the evolution of 7th-grade students' perceptions of NOSK and their learning about the topic of "Materials." To address this aim, three guiding questions emerged: (1) What is the evolution in students' perceptions of NOSK? (2) What difficulties do students encounter in carrying out investigative tasks? (3) What learning do students develop when they are involved in investigative tasks? For this, a didactic proposal was developed where five investigative activities were designed, following the 5E's model (Engage, Explore, Explain, Elaborate, Evaluate), over eleven sixty-minute lessons. In addition to the investigative character, the tasks were also designed to explicitly and reflectively address NOSK, varying the learning context. The study involved 24 7th-grade students from a primary and secondary school in the Torres Vedras region. In this work, a qualitative research methodology was adopted, using the following data collection instruments: the VASI questionnaire (Views About Scientific Investigation), applied before and after the didactic intervention; students' written records, which include their responses during the task and the investigation plan recorded in the "scientist's notebook" and digital documents; and field notes from naturalistic observation. This work demonstrated that involving students in investigative tasks that explicitly and reflectively address NOSK significantly improves their understanding, particularly of the seven aspects described by Lederman & Lederman (2012). The intervention showed statistically significant results in six of the aspects. In aspect 6, 'conclusions must be consistent with data,' a positive evolution in students' perception of this aspect was demonstrated, although not statistically significant. Regarding difficulties, the results showed that students have little autonomy in carrying out investigative tasks and do not value group work. Furthermore, investigative tasks contributed to the learning of chemistry concepts in the topic of "Materials" and scientific processes, particularly in knowing how to execute, plan, and interpret data to draw conclusions.
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino de Física e de Química para o 3º Ciclo do Ensino Básico e no Ensino Secundário, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Conhecimento científico Química - Estudo e ensino Aprendizagens Relatórios da prática de ensino supervisionada - 2024