Abstract
Insofar as the students' conceptions of the nature of science are by the educator's conduct about the construction of scientific knowledge and thus can be modeled even subconsciously in the classroom environment, it becomes imperative cautious adoption of methodologies with epistemological visions related explicitly or implicitly. For this reason, this research performs the application of an investigative method, by study Hooke's law experimentally in high school, the analyzed results allow to characterize the benefits of the strategy in epistemological terms. More specifically, after this application, a structured questionnaire served to collect information from the students, evaluating in this context the percentage of the class that, in the majority, was in basic conceptions that diverged from the empiricist-inductive side. This view is philosophically and educationally undesirable and remains in science education, according to the literature in the area, more influenced by the unpreparedness of teachers in the sense treated here. The study hopes to contribute with research line that intercalates contemporary reflections of the philosophy of science in pedagogy in order to favor initial and / or continuing teacher training.
Highlights
It is a consensus that the teacher’s epistemological conception derives the understanding of science taught in the classroom by him or her (Chinelli et al, 2010, p.18; Allchin, 2004, p.188; Matthews, 1994, p.83; Whitaker, 1979, p.108)
This research performs the application of an investigative method, by study Hooke’s law experimentally in high school, the analysed results allow to characterise the benefits of the strategy in epistemological terms
Espera-se assim contribuir com a linha de pesquisa que intercala reflexões contemporâneas da filosofia da ciência na pedagogia de modo a favorecer formações iniciais e/ou continuadas de professores
Summary
Canoas v.21 n.2 p.110-127 mar./abr. 2019 modeladas inclusive de modo subconsciente no ambiente de sala de aula, torna-se imprescindível a adoção cautelosa de metodologias com propositadas visões epistemológicas relacionadas explícita ou implicitamente. 2019 modeladas inclusive de modo subconsciente no ambiente de sala de aula, torna-se imprescindível a adoção cautelosa de metodologias com propositadas visões epistemológicas relacionadas explícita ou implicitamente. Esta pesquisa realiza a aplicação de um método investigativo, ao estudar experimentalmente a lei de Hooke em nível médio de ensino, cujos resultados então analisados permitem caracterizar os benefícios da estratégia em termos epistemológicos. Visão esta indesejada filosófica e educacionalmente e que permanece no ensino de ciências, segundo a literatura na área, mais por influência do despreparo de professores no sentido aqui tratado. Espera-se assim contribuir com a linha de pesquisa que intercala reflexões contemporâneas da filosofia da ciência na pedagogia de modo a favorecer formações iniciais e/ou continuadas de professores. Palavras-chave: Estratégia Pedagógica, Método Investigativo para Aula Experimental, Lei de Hooke, Ensino Médio, Ensino de Física
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