Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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.v12i4.21973 |
Resumo: | One of the main tasks of science education is not just approaching disciplinary concepts and experimental practices, but to create conditions to teach good epistemic habits, which can be evaluated to monitor whether what is done is appropriate. From this perspective, this research aims to assess the relationships between Critical Thinking -CT- and the Nature of Science and Technology -NST- in 13 students from 15 to 17 years old, by using a pre-test, strategy, post-test research pipeline based on the methodology proposed by the project “Education of scientific, technological and critical thinking competences through the teaching of subjects of a science and technology nature” -CYTPENCRI-, and using validated instruments presented in previous research publications, finally, we take as reference the critical and multifactorial analysis of CTSA relationships. The presented results show the need for young people to acquire the scientific and technological knowledge necessary to function in daily life, which allows them to solve problems and make decisions. This shows the importance of a contextualized didactic treatment, in order to promote the learning of the fundamental aspects of the Nature of Science and Technology in science classes. |
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Relations between critical thinking, nature of science and technology in science and technology education in Colombian classroomsRelaciones entre pensamiento crítico, naturaleza de la ciencia y la tecnología en la educación científica y tecnológica en aulas colombianasOne of the main tasks of science education is not just approaching disciplinary concepts and experimental practices, but to create conditions to teach good epistemic habits, which can be evaluated to monitor whether what is done is appropriate. From this perspective, this research aims to assess the relationships between Critical Thinking -CT- and the Nature of Science and Technology -NST- in 13 students from 15 to 17 years old, by using a pre-test, strategy, post-test research pipeline based on the methodology proposed by the project “Education of scientific, technological and critical thinking competences through the teaching of subjects of a science and technology nature” -CYTPENCRI-, and using validated instruments presented in previous research publications, finally, we take as reference the critical and multifactorial analysis of CTSA relationships. The presented results show the need for young people to acquire the scientific and technological knowledge necessary to function in daily life, which allows them to solve problems and make decisions. This shows the importance of a contextualized didactic treatment, in order to promote the learning of the fundamental aspects of the Nature of Science and Technology in science classes.Una de las tareas claves de la enseñanza de las ciencias no es sólo abordar conceptos disciplinares y prácticas experimentales, sino generar condiciones para enseñar buenos hábitos epistémicos, que pueden ser evaluados para hacer el seguimiento si lo que se hace es adecuado o no. Desde esta perspectiva, esta investigación tiene por objetivo evaluar las relaciones entre el pensamiento crítico (PC) y la Naturaleza de la Ciencia y la Tecnología (NdCyT) en 13 estudiantes de 15 a 17 años, empleando un diseño de investigación pretest, estrategia, y postest con base en la propuesta metodológica del proyecto Educación de las competencias científica, tecnológica y pensamiento crítico mediante la enseñanza de temas de naturaleza de ciencia y tecnología (CYTPENCRI). Se utilizan instrumentos validados y empleados en diferentes investigaciones, tomando como referencia el análisis crítico y multifactorial de las relaciones CTSA. Los resultados muestran la necesidad de los jóvenes de disponer de conocimientos científicos y tecnológicos necesarios para desenvolverse en la vida diaria, que les permita resolver problemas y tomar decisiones. Esto evidencia la importancia de un tratamiento didáctico contextualizado para fomentar el aprendizaje de algunos aspectos fundamentales de la Naturaleza de la Ciencia y la Tecnología en las clases de ciencias.Uma das principais tarefas do ensino de ciências não é apenas abordar conceitos disciplinares e práticas experimentais, mas criar condições para ensinar bons hábitos epistêmicos, que podem ser avaliados para monitorar se o que é feito é apropriado ou não. Nesta perspectiva, esta pesquisa tem como objetivo avaliar as relações entre o pensamento crítico-PC- e a natureza da ciência e tecnologia -NdCyT- em 13 alunos de 15 a 17 anos, utilizando um projeto de pesquisa pré-teste, estratégia, pós-teste com base na proposta metodológica do projeto “Educação de competências de pensamento científico, tecnológico e crítico”. Através do ensino de disciplinas de natureza científica e tecnológica -CYTPENCRI-, utilizou-se instrumentos validados e utilizados em diferentes investigações, tomando como referência a análise crítica e multifatorial das relações da CTSA. Os resultados mostram a necessidade de os jovens terem o conhecimento científico e tecnológico necessário para mobiliza-lo no cotidiano, o que lhes permite resolver problemas e tomar decisões. Isso mostra a importância de um tratamento didático contextualizado, para promover a aprendizagem de alguns aspectos fundamentais da natureza da ciência e da tecnologia nas aulas de ciências.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-11-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v12i4.21973https://doi.org/10.34624/id.v12i4.21973Indagatio Didactica; Vol 12 No 4 (2020); 599-614Indagatio Didactica; Vol. 12 Núm. 4 (2020); 599-614Indagatio Didactica; Vol. 12 No 4 (2020); 599-614Indagatio Didactica; vol. 12 n.º 4 (2020); 599-6141647-3582reponame: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/21973https://proa.ua.pt/index.php/id/article/view/21973/15994Tuay-Sigua, Rosa NidiaPorras-Contreras, Yair AlexanderLadino-Ospina, Yolandainfo:eu-repo/semantics/openAccess2023-09-22T10:19:04Zoai:proa.ua.pt:article/21973Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:27.953Repositório 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 |
Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms Relaciones entre pensamiento crítico, naturaleza de la ciencia y la tecnología en la educación científica y tecnológica en aulas colombianas |
title |
Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms |
spellingShingle |
Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms Tuay-Sigua, Rosa Nidia |
title_short |
Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms |
title_full |
Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms |
title_fullStr |
Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms |
title_full_unstemmed |
Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms |
title_sort |
Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms |
author |
Tuay-Sigua, Rosa Nidia |
author_facet |
Tuay-Sigua, Rosa Nidia Porras-Contreras, Yair Alexander Ladino-Ospina, Yolanda |
author_role |
author |
author2 |
Porras-Contreras, Yair Alexander Ladino-Ospina, Yolanda |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Tuay-Sigua, Rosa Nidia Porras-Contreras, Yair Alexander Ladino-Ospina, Yolanda |
description |
One of the main tasks of science education is not just approaching disciplinary concepts and experimental practices, but to create conditions to teach good epistemic habits, which can be evaluated to monitor whether what is done is appropriate. From this perspective, this research aims to assess the relationships between Critical Thinking -CT- and the Nature of Science and Technology -NST- in 13 students from 15 to 17 years old, by using a pre-test, strategy, post-test research pipeline based on the methodology proposed by the project “Education of scientific, technological and critical thinking competences through the teaching of subjects of a science and technology nature” -CYTPENCRI-, and using validated instruments presented in previous research publications, finally, we take as reference the critical and multifactorial analysis of CTSA relationships. The presented results show the need for young people to acquire the scientific and technological knowledge necessary to function in daily life, which allows them to solve problems and make decisions. This shows the importance of a contextualized didactic treatment, in order to promote the learning of the fundamental aspects of the Nature of Science and Technology in science classes. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-16 |
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.v12i4.21973 https://doi.org/10.34624/id.v12i4.21973 |
url |
https://doi.org/10.34624/id.v12i4.21973 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/21973 https://proa.ua.pt/index.php/id/article/view/21973/15994 |
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 12 No 4 (2020); 599-614 Indagatio Didactica; Vol. 12 Núm. 4 (2020); 599-614 Indagatio Didactica; Vol. 12 No 4 (2020); 599-614 Indagatio Didactica; vol. 12 n.º 4 (2020); 599-614 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 |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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