Construction Of Scientific Concepts Research Articles

Self-regulated learning in science

Children learn in different ways and so it is important that different teaching and learning styles are used in education. Professor Ichiro Wada, Professional School for Teacher Education in Education, Yokohama National University, Japan, wants to leverage self-regulated learning for science education. A key goal for his work is to clarify the relationship between the establishment of self-regulated learning and the construction of scientific concepts. He believes that self-regulated learning in science is important for improving educational issues in Japan. A key challenge for Wada is seeing how children think and self-regulate in order that teachers can design improved lessons. To overcome this, he used technology to encourage students to express and record their thoughts which provided an insight into how the children were thinking and learning. The researchers have been successful in visualising the learning process and plan to use their findings to help science teachers to design lessons that relate the process of self-regulated learning to the process of constructing scientific concepts. Wada plans to continue to promote self-regulated learning and will also tackle the social context of self-regulated learning and design lessons that consider these social aspects.

ADULTERAÇÃO DO LEITE: UMA PROPOSTA INVESTIGATIVA VIVENCIADA POR UM GRUPO DE ESTUDANTES SURDOS NA PERSPECTIVA BILÍNGUE

O conhecimento químico possibilita a compreensão das transformações que ocorrem na Natureza, bem como contribui para a formação de cidadãos críticos e preparados para a tomada de decisões na solução de problemas do cotidiano. A aprendizagem de conceitos químicos é mais efetiva quando os estudantes participam do processo de construção desses conhecimentos. Este trabalho é um recorte de uma dissertação de mestrado que teve como objetivo analisar de que forma ocorre a construção de conceitos químicos durante uma Sequência de Ensino Investigativa (SEI) com a temática adulteração do leite, desenvolvida com um grupo de estudantes surdos do ensino médio em uma perspectiva bilíngue. A pesquisa foi realizada numa abordagem qualitativa utilizando-se da pesquisa-ação. A SEI foi realizada em três etapas: i) concepções iniciais, problematização e levantamento de hipóteses; ii) atividade experimental; iii) sistematização e discussão pós-experimento. Os dados da pesquisa foram coletados a partir da observação participante, da gravação das aulas, das produções dos estudantes, dos questionários aplicados antes e após a SEI e da entrevista semiestruturada. Em cada etapa buscou-se analisar as possibilidades de construção de conceitos químicos a partir do tema abordado. Os resultados indicaram que a SEI possibilitou aos estudantes uma argumentação mais fundamentada ao discutir o tema abordado e na solução do problema proposto, contribuindo para a apreensão de conceitos químicos, promovendo desenvolvimento intelectual e autonomia. Além disso, o debate do tema e a comunicação em sala de aula na língua materna do surdo (Libras) propiciaram a construção de conceitos científicos e promoveram maior envolvimento dos estudantes nas atividades realizadas.

EDUCAÇÃO SEXUAL E ATUAÇÃO DOCENTE NA ESCOLA INCLUSIVA: COMPROMISSOS SOCIAIS DO ENSINO DE CIÊNCIAS

Science Education must assume its social commitment to Sexual Education and Inclusion, because it is responsible for the elaboration of pedagogical contexts that enable the construction of scientific concepts related to body and sexuality. In order to do so, science education must position human sexuality as a complex phenomenon, whose teaching must consider biological, psychological and social phenomena, and contemplate diversity as inherent in human groups. In this work, we seek to investigate the perception of Science teachers about Sexual Education and the understandings about the sexuality of students with specific needs, in inclusive schools of the Federal District. The relevance of this research is anchored in three aspects: first, the invisibility of the theoretical and methodological discussion that articulates sexuality and disability; according to the repercussion of this invisibility in the non-teaching and; third, in the possibilities of initial and continued training of science teachers in the subject matter. It was a qualitative investigation whose information was generated through semi-structured interviews with eight teachers and analyzed with the support of WQDA software. The teachers' perceptions about the sexuality of people with disabilities, outlined in this research, showed advances on the one hand, that is, on the recognition of many teachers that people with disabilities are subjects of desire; but also stagnation, when there are still teachers who have not been able to recognize their sexuality or how to act in the classroom in order to approach different ways of being and living together, considering sexuality. The analyzes presented reveal the importance of planning proposals for initial and continuing training for Science teachers, with a view to meeting the social commitments of Science Education towards inclusive and sexual education, which implies in defending and promoting the essential right to education person to human development in its entirety, including sexuality and its teaching, in a plural and bio-social perspective.

Instructional Design in Dialogical Science Lesson to Promote Pupils’ Construction of Scientific Concepts

Instructional Design in Dialogical Science Lesson to Promote Pupils’ Construction of Scientific Concepts

A Educação Ambiental e a Formação de Professores

A questão ambiental impõe às sociedades buscar novas formas de pensar e agir, encontrar novos caminhos que garantam a sustentabilidade ecológica. O trabalho conjunto entre as pessoas dentro e fora do ambiente escolar permite desenvolver relações solidárias de respeito e comprometimento com o ambiente em sua totalidade, bem como modificar o modo de gerenciar os recursos disponíveis no planeta, pois os conflitos naturais de diversas percepções a respeito do ambiente exigem uma maior compreensão acerca dos interesses socioeconômicos, considerando-se a oscilação das desigualdades sociais. Os conhecimentos em Geografia e Biologia referente à Educação Ambiental (EA) propõem o desenvolvimento de posturas e valores pertinentes às relações entre os seres humanos entre estes e o meio. Possibilitam que o processo pedagógico desenvolva a construção de conceitos científicos e verificar a contribuição dos professores das áreas de Geografia e Biologia à Educação Ambiental...Palavras-chave: Educação Ambiental; Formação de Professores; Escolas.

Os conceitos científicos dos estudantes do Ensino Médio no estudo do tema "origem da vida"

ResumoA pesquisa teve como objetivo compreender, a partir de conceitos espontâneos, os processos de construção de conceitos científicos, pelos estudantes em aulas de Biologia, no estudo do tema "origem da vida". Participaram do estudo 45 estudantes do Ensino Médio, de uma escola pública em Blumenau, Santa Catarina, Brasil. Como instrumentos de coleta de dados, utilizamos a videogravação das aulas, entrevistas semiestruturadas e a Atividade de Construção e de Complemento. Os dados foram analisados a partir da matriz histórico-cultural - análise microgenética. Como resultados, foi possível perceber que o ensino e a aprendizagem da temática em sala de aula se caracterizam como de extrema complexidade, visto que aspectos culturais e afetivos estão envolvidos na construção dos conceitos científicos. Podemos observar que alguns estudantes apresentaram conceitos, especialmente após o processo de ensino, ancorados no conhecimento científico estudado no decorrer das aulas, superando seus conceitos mais primitivos.

THE PROBLEM OF UNCERTAINTY AS A SCIENTIFIC CATEGORY

Multifaceted manifestations of uncertainty in the economy sometimes impossible task of putting her nomination universal definitions, concepts that could be generalized together all the cha-racteristics of ambiguity, inaccuracy and unpredictability. This problem is largely dictated by the requirements of the methodology of economic theory, where the construction of scientific concepts is in line with the conventionally known and established notions. The article focuses on the problem of categorization uncertainty. Disclosure of communications of uncertainty associated phenomena, i.e. manifestations of risk, economic security and stability. The basic determinants of un-certainty condition are summarized and supplemented. The article specifies the main function of uncertainty and systematizes its typical error.

A utilização de mapas conceituais como recurso didático para a construção e inter-relação de conceitos

Os mapas conceituais, criados por Novak com base na teoria de Ausubel, podem constituir para os alunos uma estratégia pedagógica de grande relevância para a construção de conceitos científicos, ajudando-os a integrar e relacionar informações e atribuir significado ao que estão estudando. Este artigo descreve o trabalho realizado com alunos de um curso de Medicina usando mapas conceituais, tomando por base os "temas geradores" criados na disciplina de Atenção Básica em Saúde a partir da constatação dos principais problemas de saúde da região em que está localizada a escola médica. A utilização dos mapas constituiu um recurso metodológico relevante por se alinhar a uma formação teórica adequada às necessárias intervenções na realidade estudada e por facilitar a apropriação de conceitos científicos pelos alunos.

The Function and Process of the Construction of Connoisseurship in Children's Construction of Scientific Concepts : Analyzing The Unit "The Appearance of dissolution" in Fifth Grade

The Function and Process of the Construction of Connoisseurship in Children's Construction of Scientific Concepts : Analyzing The Unit "The Appearance of dissolution" in Fifth Grade

UNDERSTANDING THE ALTERNATIVE CONCEPTIONS OF PRE-SERVICE SECONDARY SCIENCE TEACHERS ABOUT TIDAL PHENOMENA BASED ON TOULMIN’S ARGUMENTATION

Constructing explanations and participating in argumentative discourse are seen as essential practices of scientific inquiry. The objective of this study was to explore the elements and origins of pre-service secondary science teachers’ alternative conceptions of tidal phenomena based on the elements used in Toulmin’s Argument Model through qualitative research. The data were collected from three pre-service secondary school teachers (D.-K. University, Teachers’ Colleges, junior and senior) in the Republic of Korea using a variety of qualitative research methods. We present three pre-service teachers as examples of 20 pre-service teachers for determining each pre-service teacher whether the pattern of his/her responses to all of the questions investigating a given concept can be explained by the consistent use of components of argument. The results of this study showed “the model with the Earth’s center at rest” backing their warrants as an element of Toulmin’s Argument Model. As a result, science educators must explicitly address these presuppositions or implicit beliefs and must help the students form links between their everyday experiences and scientific knowledge. Therefore, educators must be aware of the influence of students’ presuppositions and must use acceptable scientific concepts (the center of mass of the Earth–Moon system) based on argumentation to guide their construction of scientific concepts.

訂正 白數哲久・小川哲男（2013）「「科学的探究」学習による科学的概念の構築を図るための理科授業デザイン―第3学年「じ石」を事例として―」『理科教育学研究』第54巻，第1号，37–49．

訂正 白數哲久・小川哲男（2013）「「科学的探究」学習による科学的概念の構築を図るための理科授業デザイン―第3学年「じ石」を事例として―」『理科教育学研究』第54巻，第1号，37–49．

Color Visions from the Past in Science Teaching Within a Cultural Historical Activity Theory (CHAT) Context

This study uses history of science in teaching natural sciences from the early grades. The theoretical framework used is Cultural Historical Activity Theory (CHAT), which is a theory with expanding applications in different fields of science. The didactical scenario, in which history of science is used in a CHAT context, refers to Newton’s presentation of color theory to the scientific society. The question addressed in this study is to connect the history of science with science teaching from the early grades and propose the socio-cultural aspect of teaching natural sciences as a means to reform natural sciences education. The study is divided in two parts. The first part concerns a series of natural science activities and the proper didactic strategies to teach colour theory concepts practiced in the university laboratory by prospective teachers. The second part is an application of the previous activities in Ioannina pre-primary school classrooms. Research data are collected before, during and after the classroom implementation by observations, video recordings, interviews and analyses. The initial results of incorporating history of science material in natural sciences within the CHAT context seem promising. Using elements from the history of science proved a useful tool in order to design science education activities. During the practical application of the activities, pupils realized that construction of scientific concepts is a collective procedure within the evolution of human culture. They found out that the alternative ideas they have about natural concepts and phenomena were also expressed by famous scientists. By using basic principles of CHAT in classroom situations we contribute to the establishment of science education as participation in the community, as well as a new ontology and epistemology in teaching scientific concepts.

A música como recurso pedagógico: a representação dos bombardeios aéreos da 2ª guerra mundial nas letras de heavy metal

Currently the discussions that permeate the use of teaching resources in the education of history have shown the importance of using music in the classroom so that students' spontaneous concepts are utilized in the construction of scientific concepts. This work is structured from the experience of the application of didactic material having music as a resource, whose theme was the representation of aerial bombardments of the 2nd World War in the lyrics of heavy metal, that was used in a mini-course designed to a group of students from the 3rd year of high school. Student responses are the object of analysis in this article aims to understand whether the initial goals that guided the preparation of teaching materials and their application have been achieved

O problema da linguagem e o ensino da mecânica quântica no nível médio

Neste artigo, é discutida a questão básica da linguagem e da captação de significados da Mecânica Quântica (MQ) como uma questão relevante para a inserção dos seus conceitos fundamentais no Ensino Médio. Sabe-se que a linguagem é fundamental para a compreensão da ciência e a construção de conceitos científicos que, ao mesmo tempo em que são específicos, podem se generalizar no contexto da vida cotidiana. A preocupação com a linguagem configurada e utilizada pela MQ foi evidenciada pelos seus próprios autores. Diante do problema da relação entre a linguagem clássica e a quântica, este trabalho mostra a opção da manutenção da linguagem clássica modificando-se a lógica para tratar os fenômenos quânticos, buscando-se localizar essa opção do ponto de vista epistemológico e suas implicações para o ensino.

Socio-Scientific Discussions as a Way to Improve the Comprehension of Science and the Understanding of the Interrelation between Species and the Environment

This article reports on a qualitative and quantitative study that explored whether a constructivist Science learning environment, in which 9 to 10-year old Colombian girls had the opportunity to discuss scientific concepts and socio-scientific dilemmas in groups, improved their understanding of the concepts and the complex relations that exists between species and the environment. Data were collected from two fourth grade groups in a private bilingual school, a treatment and a comparison group. Pre and post tests on the understanding of scientific concepts and the possible consequences of human action on living things, transcriptions of the discussions of dilemmas, and pre and post tests of empathy showed that students who had the opportunity to discuss socio-scientific dilemmas gave better definitions for scientific concepts and made better connections between them, their lives and Nature than students who did not. It is argued that Science learning should occur in constructivist learning environments and go beyond the construction of scientific concepts, to discussions and decision-making related to the social and moral implications of the application of Science in the real world. It is also argued that this type of pedagogical interventions and research on them should be carried out in different sociocultural contexts to confirm their impact on Science learning in diverse conditions.

Entendeu, ou quer que eu desenhe?

Neste ensaio, busca-se discutir os aspectos figurativos e operativos envolvidos na construção dos conceitos científicos e, mais especificamente, o papel da imagem mental como suporte figurativo para o estabelecimento das relações lógicas implicadas na construção desses conceitos. Além disso, busca-se contribuir para a discussão da formação dos conceitos científicos em alunos do ensino superior.