A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v8i1.3636 |
Resumo: | Real everyday problems are linked to the Science, Technology and Society (STS) approach and they are of interest for science education, since they identify relevant problem situations for citizens which can be transferred into the classroom. One such problem is the dental decay in adolescents. In order to address this problem in the classroom, we have designed a teaching sequence where students must answer question: ‘Why do teeth decay?’. This paper analyzes the results of a case study, conducted on a sample of fifteen 16 year-old students determined to perceive their ability to answer this question. A knowledge test was used for data collection before and after the intervention. A scheme to evaluate students’ abilities to explain scientific phenomena is proposed in this paper. It consists of four stages: (1) definition of a theoretical reference, (2) desired explanation of the phenomenon at the school level, (3) analysis of the responses of students, and (4) development of a set of categories of progress for the explanations. Some progress was evidenced in the students’ ability to explain why teeth decay, for instance, their recognition of sugar as an important factor in people’s diet. Initially, students showed difficulties to relate the aspects of the mechanism by which teeth decay, not referring in any way to how the active agent (acid) is formed. Students progressed significantly in their ability to explain the mechanism after the apllication of the teaching sequence, although some initial errors persisted. |
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A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavitiesUn esquema de evaluación de la capacidad de explicación de los estudiantes en un problema CTS. Un estudio de caso sobre la caries bucalReal everyday problems are linked to the Science, Technology and Society (STS) approach and they are of interest for science education, since they identify relevant problem situations for citizens which can be transferred into the classroom. One such problem is the dental decay in adolescents. In order to address this problem in the classroom, we have designed a teaching sequence where students must answer question: ‘Why do teeth decay?’. This paper analyzes the results of a case study, conducted on a sample of fifteen 16 year-old students determined to perceive their ability to answer this question. A knowledge test was used for data collection before and after the intervention. A scheme to evaluate students’ abilities to explain scientific phenomena is proposed in this paper. It consists of four stages: (1) definition of a theoretical reference, (2) desired explanation of the phenomenon at the school level, (3) analysis of the responses of students, and (4) development of a set of categories of progress for the explanations. Some progress was evidenced in the students’ ability to explain why teeth decay, for instance, their recognition of sugar as an important factor in people’s diet. Initially, students showed difficulties to relate the aspects of the mechanism by which teeth decay, not referring in any way to how the active agent (acid) is formed. Students progressed significantly in their ability to explain the mechanism after the apllication of the teaching sequence, although some initial errors persisted.Los problemas reales en contextos cotidianos están vinculados al enfoque Ciencia, Tecnología y Sociedad (CTS) y son de interés en la enseñanza de las ciencias identificando situaciones problemáticas relevantes para los ciudadanos trasladables al aula. Una de ellas es el problema de la caries bucal en los adolescentes. Para abordarla en el aula, se ha diseñado una secuencia didáctica donde los alumnos deben dar respuesta al problema ¿por qué se pican los dientes? Este trabajo analiza los resultados de un estudio de caso realizado con una muestra de 15 estudiantes de 16 años en torno a su capacidad para explicar este problema. Para la recogida de datos se utilizó una prueba de conocimientos administrada antes y después de la intervención. Se propone un esquema de evaluación de la capacidad de explicación de fenómenos científicos que consta de cuatro etapas: (1) definición de un referente teórico, (2) explicación deseada del fenómeno en el ámbito escolar, (3) análisis de las respuestas del alumnado, y (4) elaboración de una rúbrica de progreso en las explicaciones. Se evidencian algunos avances en su capacidad para explicar por qué se producen las caries, por ejemplo, el reconocimiento del azúcar como factor importante de la dieta. Inicialmente, los alumnos mostraron dificultades para relacionar los aspectos del mecanismo por el que se produce la caries, no haciendo referencia en ningún caso a cómo se produce el agente activo (los ácidos). Después de la enseñanza los alumnos evolucionaron notablemente en su capacidad de explicación del mecanismo, aunque persistieron algunos errores iniciales.Os problemas reais em situações do quotidiano estão ligados ao enfoque Ciência, Tecnologia e Sociedade (CTS). Estes são de interesse na educação científica, que identifica situações problemáticas relevantes para os cidadãos e transfere-as para a sala de aula. Uma delas é o problema da cárie dentária em adolescentes. Para abordar em sala de aula, foi projetada uma sequência de ensino em que os alunos deviam responder a pergunta: por que razão a cárie dentária ocorre? Este artigo analisa os resultados de um estudo de caso realizado com uma amostra de 15 alunos de 16 anos sobre a capacidade que os mesmos demonstram em explicar este problema. Para a coleta de dados antes e depois da intervenção foi utilizado um teste de conhecimentos. Este artigo propõe um esquema para avaliar a capacidade de explicação dos fenómenos científicos. O esquema consiste em quatro etapas: (1) definição de um referencial teórico, (2) explicação desejada do fenómeno em âmbito escolar, (3) análise das respostas dos alunos, e (4) desenvolvimento de uma rubrica de progresso nas explicações. Foram evidenciados alguns avanços na capacidade dos alunos em explicar como ocorre a cárie dentária, por exemplo, e no reconhecimento do açúcar como um fator importante na dieta. Inicialmetne, os alunos mostraram dificuldades em relacionar aspetos do mecanismo envolvido na ocorrência da cárie dentária, não se referindo de forma alguma ao modo como o agente ativo (ácido) se produz. Depois do ensino os alunos evoluíram significativamente em sua capacidade de explicar o mecanismo, apesar de alguns erros iniciaispersistirem.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2016-07-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v8i1.3636https://doi.org/10.34624/id.v8i1.3636Indagatio Didactica; Vol 8 No 1 (2016); 1000-1016Indagatio Didactica; Vol. 8 Núm. 1 (2016); 1000-1016Indagatio Didactica; Vol. 8 No 1 (2016); 1000-1016Indagatio Didactica; vol. 8 n.º 1 (2016); 1000-10161647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://proa.ua.pt/index.php/id/article/view/3636https://proa.ua.pt/index.php/id/article/view/3636/2799Franco-Mariscal, Antonio JoaquínBlanco-López, ÁngelEspaña-Ramos, Enriqueinfo:eu-repo/semantics/openAccess2023-09-22T10:15:36Zoai:proa.ua.pt:article/3636Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:03.018784Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities Un esquema de evaluación de la capacidad de explicación de los estudiantes en un problema CTS. Un estudio de caso sobre la caries bucal |
title |
A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities |
spellingShingle |
A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities Franco-Mariscal, Antonio Joaquín |
title_short |
A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities |
title_full |
A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities |
title_fullStr |
A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities |
title_full_unstemmed |
A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities |
title_sort |
A scheme for the assessment of students’ explanation capacity in an STS problem. A case study on oral cavities |
author |
Franco-Mariscal, Antonio Joaquín |
author_facet |
Franco-Mariscal, Antonio Joaquín Blanco-López, Ángel España-Ramos, Enrique |
author_role |
author |
author2 |
Blanco-López, Ángel España-Ramos, Enrique |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Franco-Mariscal, Antonio Joaquín Blanco-López, Ángel España-Ramos, Enrique |
description |
Real everyday problems are linked to the Science, Technology and Society (STS) approach and they are of interest for science education, since they identify relevant problem situations for citizens which can be transferred into the classroom. One such problem is the dental decay in adolescents. In order to address this problem in the classroom, we have designed a teaching sequence where students must answer question: ‘Why do teeth decay?’. This paper analyzes the results of a case study, conducted on a sample of fifteen 16 year-old students determined to perceive their ability to answer this question. A knowledge test was used for data collection before and after the intervention. A scheme to evaluate students’ abilities to explain scientific phenomena is proposed in this paper. It consists of four stages: (1) definition of a theoretical reference, (2) desired explanation of the phenomenon at the school level, (3) analysis of the responses of students, and (4) development of a set of categories of progress for the explanations. Some progress was evidenced in the students’ ability to explain why teeth decay, for instance, their recognition of sugar as an important factor in people’s diet. Initially, students showed difficulties to relate the aspects of the mechanism by which teeth decay, not referring in any way to how the active agent (acid) is formed. Students progressed significantly in their ability to explain the mechanism after the apllication of the teaching sequence, although some initial errors persisted. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-07-05 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v8i1.3636 https://doi.org/10.34624/id.v8i1.3636 |
url |
https://doi.org/10.34624/id.v8i1.3636 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/3636 https://proa.ua.pt/index.php/id/article/view/3636/2799 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 8 No 1 (2016); 1000-1016 Indagatio Didactica; Vol. 8 Núm. 1 (2016); 1000-1016 Indagatio Didactica; Vol. 8 No 1 (2016); 1000-1016 Indagatio Didactica; vol. 8 n.º 1 (2016); 1000-1016 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799133568440467456 |