ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Educativa |
Texto Completo: | https://seer.pucgoias.edu.br/index.php/educativa/article/view/12645 |
Resumo: | The general idea of an educational design is to deliver basic concepts (and pre-concepts) of future sciences to students, thus they will become students’ actual thinking instruments. According to Davydov, for this purpose we have to reconstruct the situation of the concept's origin and provide students’ work within this context with special modelling means (which can be, sometimes, extracted from the history of concept’s actual development). In this paper we present an overview of the introductory module of natural sciences developed according to the principles of Developmental Instruction. According to our analysis, “Nature laws” were introduced as the requirements towards human purposeful operations with “reluctant” natural material, which was transformed to special “things” (instruments, materials, supplies…) to suit human needs. As we remove the “contemporary coating” from well-known modern technologies and techniques, we will find traits of their ancient origins. Hence, we have made testing ancient technologies the foundation of our course. The whole discourse was changed: from the history of nature to the history of culture, from the actions of observing, describing and classifying to purposeful transformation and verification of hypotheses. Students’ work within the educational module includes: working over special texts, testing some fragments of technologies in hands-on experiments and constructing models. We will provide examples of students’ work over texts and labs, mediated by a special modelling tool – the technological chart. |
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ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEPDevelopmental InstructionNatural sciences in secondary schoolScientific concepts' originsTheoretical view on crafts and technologies.Developmental TeachingThe general idea of an educational design is to deliver basic concepts (and pre-concepts) of future sciences to students, thus they will become students’ actual thinking instruments. According to Davydov, for this purpose we have to reconstruct the situation of the concept's origin and provide students’ work within this context with special modelling means (which can be, sometimes, extracted from the history of concept’s actual development). In this paper we present an overview of the introductory module of natural sciences developed according to the principles of Developmental Instruction. According to our analysis, “Nature laws” were introduced as the requirements towards human purposeful operations with “reluctant” natural material, which was transformed to special “things” (instruments, materials, supplies…) to suit human needs. As we remove the “contemporary coating” from well-known modern technologies and techniques, we will find traits of their ancient origins. Hence, we have made testing ancient technologies the foundation of our course. The whole discourse was changed: from the history of nature to the history of culture, from the actions of observing, describing and classifying to purposeful transformation and verification of hypotheses. Students’ work within the educational module includes: working over special texts, testing some fragments of technologies in hands-on experiments and constructing models. We will provide examples of students’ work over texts and labs, mediated by a special modelling tool – the technological chart.Editora da Pontifícia Universidade Católica de Goiás2022-11-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.pucgoias.edu.br/index.php/educativa/article/view/1264510.18224/educ.v25i1.12645Revista Educativa - Education Journal; Vol. 25 No. 1 (2022); 22 páginasRevista Educativa - Revista de Educación; Vol. 25 Núm. 1 (2022); 22 páginasRevista Educativa - Magazine éducatif; Vol. 25 No. 1 (2022); 22 páginasRevista Educativa - Revista de Educação; v. 25 n. 1 (2022); 22 páginas1983-777110.18224/educ.v25i1reponame:Educativainstname:Pontifícia Universidade Católica de Goiás (PUC-GO)instacron:PUC_GOenghttps://seer.pucgoias.edu.br/index.php/educativa/article/view/12645/5721Copyright (c) 2022 Elena Vysotskaya, Anastasia D. Lobanova, Maria A. Yanishevskayainfo:eu-repo/semantics/openAccessVysotskaya, ElenaLobanova, Anastasia D.Yanishevskaya, Maria A.2022-12-20T13:00:12Zoai:ojs2.seer.pucgoias.edu.br:article/12645Revistahttp://seer.pucgoias.edu.br/index.php/educativaONGhttps://seer.pucgoias.edu.br/index.php/educativa/oai||educativa@pucgoias.edu.br1983-77711415-0492opendoar:2022-12-20T13:00:12Educativa - Pontifícia Universidade Católica de Goiás (PUC-GO)false |
dc.title.none.fl_str_mv |
ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP |
title |
ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP |
spellingShingle |
ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP Vysotskaya, Elena Developmental Instruction Natural sciences in secondary school Scientific concepts' origins Theoretical view on crafts and technologies. Developmental Teaching |
title_short |
ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP |
title_full |
ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP |
title_fullStr |
ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP |
title_full_unstemmed |
ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP |
title_sort |
ORIGINS OF NATURAL SCIENCES: A TECHNOLOGICAL QUEST AS THE FIRST STEP |
author |
Vysotskaya, Elena |
author_facet |
Vysotskaya, Elena Lobanova, Anastasia D. Yanishevskaya, Maria A. |
author_role |
author |
author2 |
Lobanova, Anastasia D. Yanishevskaya, Maria A. |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Vysotskaya, Elena Lobanova, Anastasia D. Yanishevskaya, Maria A. |
dc.subject.por.fl_str_mv |
Developmental Instruction Natural sciences in secondary school Scientific concepts' origins Theoretical view on crafts and technologies. Developmental Teaching |
topic |
Developmental Instruction Natural sciences in secondary school Scientific concepts' origins Theoretical view on crafts and technologies. Developmental Teaching |
description |
The general idea of an educational design is to deliver basic concepts (and pre-concepts) of future sciences to students, thus they will become students’ actual thinking instruments. According to Davydov, for this purpose we have to reconstruct the situation of the concept's origin and provide students’ work within this context with special modelling means (which can be, sometimes, extracted from the history of concept’s actual development). In this paper we present an overview of the introductory module of natural sciences developed according to the principles of Developmental Instruction. According to our analysis, “Nature laws” were introduced as the requirements towards human purposeful operations with “reluctant” natural material, which was transformed to special “things” (instruments, materials, supplies…) to suit human needs. As we remove the “contemporary coating” from well-known modern technologies and techniques, we will find traits of their ancient origins. Hence, we have made testing ancient technologies the foundation of our course. The whole discourse was changed: from the history of nature to the history of culture, from the actions of observing, describing and classifying to purposeful transformation and verification of hypotheses. Students’ work within the educational module includes: working over special texts, testing some fragments of technologies in hands-on experiments and constructing models. We will provide examples of students’ work over texts and labs, mediated by a special modelling tool – the technological chart. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-11-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.pucgoias.edu.br/index.php/educativa/article/view/12645 10.18224/educ.v25i1.12645 |
url |
https://seer.pucgoias.edu.br/index.php/educativa/article/view/12645 |
identifier_str_mv |
10.18224/educ.v25i1.12645 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://seer.pucgoias.edu.br/index.php/educativa/article/view/12645/5721 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Elena Vysotskaya, Anastasia D. Lobanova, Maria A. Yanishevskaya info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Elena Vysotskaya, Anastasia D. Lobanova, Maria A. Yanishevskaya |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da Pontifícia Universidade Católica de Goiás |
publisher.none.fl_str_mv |
Editora da Pontifícia Universidade Católica de Goiás |
dc.source.none.fl_str_mv |
Revista Educativa - Education Journal; Vol. 25 No. 1 (2022); 22 páginas Revista Educativa - Revista de Educación; Vol. 25 Núm. 1 (2022); 22 páginas Revista Educativa - Magazine éducatif; Vol. 25 No. 1 (2022); 22 páginas Revista Educativa - Revista de Educação; v. 25 n. 1 (2022); 22 páginas 1983-7771 10.18224/educ.v25i1 reponame:Educativa instname:Pontifícia Universidade Católica de Goiás (PUC-GO) instacron:PUC_GO |
instname_str |
Pontifícia Universidade Católica de Goiás (PUC-GO) |
instacron_str |
PUC_GO |
institution |
PUC_GO |
reponame_str |
Educativa |
collection |
Educativa |
repository.name.fl_str_mv |
Educativa - Pontifícia Universidade Católica de Goiás (PUC-GO) |
repository.mail.fl_str_mv |
||educativa@pucgoias.edu.br |
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