Creating meaning for science teaching in an experimental class / Criando significado para o ensino de ciências em uma aula experimental (original) (raw)
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Teaching science in the laboratory: a study on portuguese school science teachers’ perspectives
2017
Laboratory activities may serve diverse educational purposes and be used in different ways. The educational advantages taken from laboratory activities depend strongly on the ways they are performed. Teachers' conceptions on the best ways to carry out laboratory activities may influence the potential taken from them. This paper aims at finding out how teachers' representations of practices regarding laboratory activities compare to their perspectives on a possible ideal form of implementing them. Data were collected through an online questionnaire from 159 teachers belonging to schools all over the country. Almost all participants stated that they were used to include laboratory activities in their classes. Besides, most teachers stated that the way they would implement laboratory activities would not change if there was no constrains to putting laboratory activities into practice. Thus, most teachers do not feel the need to change their practices regarding laboratory activities. In addition, teachers that would do things differently did not express theoretically grounded reasons to do so. Hence, research results suggest that pre-service and in-service teacher education must deal with the pros and cons of the diverse ways of using laboratory activities as well as with an analysis of possible strategies to overcome the main constrains face by teachers in Portuguese schools. CONTEXT OF THE RESEARCH Laboratory activities are a teaching resource that has concentrated educationalists' attention for a long time (Abrahams, 2011) even though for reasons that depend on the interest of the moment or on the prevailing conceptions about what teaching science is. In fact, in the late nineteen century, laboratory activities were used to argue for the inclusion of science in the curriculum. By the turn to the twentieth century, Armstrong saw them as a way to give students' the opportunity to acquire first-hand knowledge. By mid-twentieth century, they were conceptualized as a way to promote the development of science process skills. By the last decades of the twentieth century, they laboratory activities were seen as a tool to help students to reconstruct their previous ideas. More recently, it has been argued that they should be used to foster the integration of conceptual and empirical knowledge (Abrahams, 2011), based on an interplay between theory (or ideas) and evidence (or observables) supported by empirically based argumentation (Gott & Duggan, 2007). Besides, it is acknowledged that they should be used in such a way as to help students to bridge the gap between school science and contemporary issues (Gott & Duggan, 2007; Llorens-Molina, 2010).
TEACHING CHEMISTRY: A RELATIONSHIP BETWEEN THEORY AND PRACTICE (Atena Editora)
TEACHING CHEMISTRY: A RELATIONSHIP BETWEEN THEORY AND PRACTICE (Atena Editora), 2022
This article proposes a comparison between a theoretical and experimental class referring to the assembly and operation of a galvanic battery, for students of the third grade of high school. There were learning issues in the two researched modalities and the importance of laboratory classes. The presence of chemistry in the lives of individuals and its interaction with the environment infer the importance of its learning for the formation of the citizen. Therefore, chemistry classes at school are important for the relationship between the reality of students and social chemical themes. Although easy access to information is a characteristic nowadays, providing reflections, critical analysis and developing ethical values in students based on chemical concepts is a task of the school and the teachers. As a mixed methodological aspect, four classes from the third grade of high school were selected as a sample, named A, B, C and D. Classes A and B were separated from classes C and D and a questionnaire was applied to compare results and propose discussions. The supremacy of the experimental activity was observed when compared to the theoretical one. The resignification of concepts and the mobilization of skills and competences during an investigative experimentation confirms its importance as a methodology to generate learning.
2009
Science education can help people to understand the nature and utility of science, and contribute to developing informed and active citizen. Hence, the purpose of this study was to see if problem-based learning (PBL) in experimental vacation' courses, with emphasis on the historical and epistemological foundations, could increase students' understanding regarding nature of scientific knowledge. After initial strangeness, our study has shown that students usually rated high the opportunities that they had to plan and execute experiments of their own, instead of following cookbook recipes as usually happens in laboratory classes at school. Also, post-test scores were significantly higher than pretest scores on the total Nature of Scientific Knowledge Scale (NSKS), and on creative, testable, and unified NSKS subscales, indicating an improvement in the understanding of nature of scientific knowledge among school students. Of particular interest, the execution of practical activities in PBL form with ill-structured problems led a significant part of students to feel that they were creating and doing science. Therefore, the activities here proposed could be expanded as a form for improving the science education and to stimulate the formation of a new generation of creative scientists in Brazil.
In educational philosophy and theory there are long debates on the ideal teacher. Some prioritize the cognitive aims of teaching (e.g. providing knowledge, developing critical thinking, etc.), others the social and emotional aims (e.g. disciplining, giving motivations, building relationships with students, etc.), while others yet suggest that all the above should be pursued by any single teacher. Within this debate, there is little talk about science teacher in particular. Are they supposed to worry about whether students just "learned their physics"? Common sense, reinforced by educational policy today, indeed often sees them as mere transmitters of scientific information. But this may not be how they see themselves. This paper will report on a small-scale study that shows that science teachers themselves recognize a multi-dimensional role of their teaching and try to accommodate different educational aims within the science-class. RÉSUMÉ Dans la philosophie et la théorie de l'éducation, il y a de débats longs sur la question de l'éducateur idéal. Certains mettent l'accent sur l'importance des objectifs cognitifs de l'enseignement (par exemple, fournir des connaissances et développer une pensée critique, etc.), d'autres sur les objectifs sociaux et émotionnels (par exemple, discipliner et motiver les élèves ainsi que de développer des relations avec eux, etc.) et d'autres soutiennent que tous les précédents devraient être poursuivis par n'importe quel éducateur. Dans ce débat, on parle peu de l'enseignant des sciences. Doivent ils s'inquiéter si les élèves ont simplement « appris leur physique » ? En effet, l'opinion dominante, renforcée par la politique éducative d'aujourd'hui, les considère souvent comme des simples transmetteurs des informations scientifiques. Cependant ce n'est pas celle la manière qu'ils se voient. Cet article présentera une étude à petite échelle montrant que les enseignants des sciences se reconnaissent d'avoir un rôle multidimensionnel en ce qui concerne leur enseignement, tentant de concilier des différents objectifs éducatifs au sein de la classe scientifique. MOTS-CLÉS Objectifs d'enseignement, enseignants des sciences, éducateur idéal, philosophie de l'éducation
Science Education – An Event Staged on Two Stages Simultaneously
The article discusses the interaction of scientific knowledge and everyday human experience, using a phenomenological framework, which lets a picture of meaning constitution emerge. This leads to conclusions including construction of a model of curriculum work (on the levels of planning, implementation and evaluation) involving translation between the setting of everyday experience and the setting of science. The model may provide the emergence of meaningful science knowledge.
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Open-ended problem solving in chemistry during initial secondary education teacher training
We present a case study of the work with the Methodology of Problem-Solving as an Investigation (MPSI) in the context of the Spanish Master's in Secondary Education. Here, future physics and chemistry secondary teachers had to solve some sequences of school open-ended problems, in order to promote reflection on its characteristics and favour its later use. The objectives of this research consist of describing how the problem " What might happen when a substance is heated up? " was introduced, and analysing preservice teachers' achievement levels in the competence dimensions of the MPSI. In addition, the article justifies the suitability of the above-mentioned problem to work on most of the curricular requirements about physical and chemical changes in a single problem. The results from the future teachers' written reports can be considered as positive, and appear to be best for the " formulation of hypotheses " and worst for the " design of resolution strategies ". Moreover, these results do not seem to depend to any great degree on the preservice teachers' previous studies. Finally, we call for the provision of more inquiry-based learning opportunities for future teachers, in order to promote improvement in these scientific competencies and favour a later inclusion of the Inquiry-Based Science Education at school levels. Keywords: Problem-Based Learning (PBL), Methodology of Problem-Solving as an Investigation (MPSI), preservice secondary education science teachers, physical and chemical changes.