Learning to think and act as scientists: cooperative games in primary education
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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.v11i2.6790 |
Resumo: | Educating scientifically literate citizens is the perennial goal of science education, and specially of STS orientation. An essential (and difficult) component of this goal is to learn how science works, that is, to learn to think and act as scientists. This study presents a STS-based experience to innovate the initial teacher training and science education in primary education through cooperative games, whose objective is to teach about scientific activity, using scientific and critical thinking to solve scientific problems and also useful for daily life. The experience uses the game of dice, to predict the content of the hidden face of a cube based on the observations and regularities identified in the other visible faces and so that only responses that are accompanied by proofs or evidences are admitted. The teachers prepared the didactic materials for the classroom applications, collected the products of the activities and reflected on their innovative experience. The results show that the students assume the rules of the game and achieve the proposed learning. The majority of the students produced arguments and justifications of quality for the solutions obtained to the raised problem, and some tangible elaborated products are discussed. Further, teachers value positively the experience due to the satisfaction and involvement of students along its implementation, the cooperative and playful methodology that was very productive for reflection and for allowing them to significantly develop a difficult and forgotten topic of the curriculum that does not require prior learning. |
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Learning to think and act as scientists: cooperative games in primary educationAprender a pensar y actuar como científicos: juegos cooperativos en educación primariaEducating scientifically literate citizens is the perennial goal of science education, and specially of STS orientation. An essential (and difficult) component of this goal is to learn how science works, that is, to learn to think and act as scientists. This study presents a STS-based experience to innovate the initial teacher training and science education in primary education through cooperative games, whose objective is to teach about scientific activity, using scientific and critical thinking to solve scientific problems and also useful for daily life. The experience uses the game of dice, to predict the content of the hidden face of a cube based on the observations and regularities identified in the other visible faces and so that only responses that are accompanied by proofs or evidences are admitted. The teachers prepared the didactic materials for the classroom applications, collected the products of the activities and reflected on their innovative experience. The results show that the students assume the rules of the game and achieve the proposed learning. The majority of the students produced arguments and justifications of quality for the solutions obtained to the raised problem, and some tangible elaborated products are discussed. Further, teachers value positively the experience due to the satisfaction and involvement of students along its implementation, the cooperative and playful methodology that was very productive for reflection and for allowing them to significantly develop a difficult and forgotten topic of the curriculum that does not require prior learning.Educar ciudadanos alfabetizados científicamente es el objetivo perenne de la educación científica, y especialmente de la orientación CTS. Un componente esencial de este objetivo es aprender cómo funciona la ciencia, es decir, aprender a pensar y actuar como científicos. Este estudio presenta una experiencia de orientación CTS para innovar la formación inicial de profesorado y la enseñanza de ciencias en educación primaria a través de juegos cooperativos, cuyo objetivo es enseñar acerca de la actividad científica, usando el pensamiento científico y crítico para resolver problemas científicos y también de la vida diaria. La experiencia usa el juego de dados, para predecir el contenido de la cara oculta de un dado basándose en las observaciones y regularidades identificadas en las otras caras visibles y de modo que solo se admiten respuestas que van acompañadas de pruebas o evidencias. Los profesores prepararon los materiales didácticos para las aplicaciones de aula, recogieron los productos de las actividades y reflexionaron sobre su experiencia innovadora. Los resultados obtenidos muestran que los estudiantes asumen las reglas del juego y logran los aprendizajes planteados. La mayoría de los estudiantes produjeron argumentos y justificaciones de calidad para las soluciones obtenidas al problema planteado, de las que se discuten algunos productos tangibles elaborados. Los profesores también valoran positivamente la experiencia por la satisfacción e implicación de los estudiantes en su realización, la metodología cooperativa y lúdica que resultó muy productiva para la reflexión y por permitirles desarrollar significativamente un tópico difícil y olvidado del currículo que no requiere aprendizajes previos.Educar cidadãos cientif icamente alfabeti zados é o eterno objetivo da educação científica, e especialmente da orientação CTS. Um componente essencial (e difícil) desse objetivo é aprender como a ciência funciona, isto é, aprender a pensar e agir como cientistas. Este estudo apresenta uma experiência de orientação CTS para inovar a formação inicial de professores e do ensino de ciências no ensino primário através de jogos cooperativos, que tem como objetivo ensinar sobre a atividade científica, usando o pensamento científico e crítico para resolver problemas científicos e também da vida cotidiana. A experiência se baseia em jogo de dados, para prever o conteúdo da face oculta de um dado com base nas observações e regularidades identificados nas outras visíveis e tão caro que apenas são permitidas as respostas acompanhadas por prova ou evidência. Os professores prepararam os materiais de ensino para aplicações de sala de aula, coletaram os produtos das atividades e refletiram sobre sua experiência inovadora. Os resultados obtidos mostram que os alunos assumem as regras do jogo e atingem a aprendizagem proposto. A maioria dos estudantes produziu argumentos de qualidade e justificativas para as soluções obtidas para o problema, e alguns produtos tangíveis elaborados são discutidos. Os professores também valorizam positivamente experiência, pela satisfação e envolvimento dos alunos na sua realização, a metodologia cooperativa e brincalhão que se revelou muito produtiva para a reflexão e para que lhes permita desenvolver significativamente um tema difícil e esquecido do currículo que não requer aprendizagem prévia.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-10-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i2.6790https://doi.org/10.34624/id.v11i2.6790Indagatio Didactica; Vol 11 No 2 (2019); 821-842Indagatio Didactica; Vol. 11 Núm. 2 (2019); 821-842Indagatio Didactica; Vol. 11 No 2 (2019); 821-842Indagatio Didactica; vol. 11 n.º 2 (2019); 821-8421647-3582reponame: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/6790https://proa.ua.pt/index.php/id/article/view/6790/4996Vázquez-Alonso, ÁngelManassero-Mas, María-AntoniaRoig, Antoni J. Bennàssarinfo:eu-repo/semantics/openAccess2023-09-22T10:17:45Zoai:proa.ua.pt:article/6790Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:18.526504Repositório 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 |
Learning to think and act as scientists: cooperative games in primary education Aprender a pensar y actuar como científicos: juegos cooperativos en educación primaria |
title |
Learning to think and act as scientists: cooperative games in primary education |
spellingShingle |
Learning to think and act as scientists: cooperative games in primary education Vázquez-Alonso, Ángel |
title_short |
Learning to think and act as scientists: cooperative games in primary education |
title_full |
Learning to think and act as scientists: cooperative games in primary education |
title_fullStr |
Learning to think and act as scientists: cooperative games in primary education |
title_full_unstemmed |
Learning to think and act as scientists: cooperative games in primary education |
title_sort |
Learning to think and act as scientists: cooperative games in primary education |
author |
Vázquez-Alonso, Ángel |
author_facet |
Vázquez-Alonso, Ángel Manassero-Mas, María-Antonia Roig, Antoni J. Bennàssar |
author_role |
author |
author2 |
Manassero-Mas, María-Antonia Roig, Antoni J. Bennàssar |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Vázquez-Alonso, Ángel Manassero-Mas, María-Antonia Roig, Antoni J. Bennàssar |
description |
Educating scientifically literate citizens is the perennial goal of science education, and specially of STS orientation. An essential (and difficult) component of this goal is to learn how science works, that is, to learn to think and act as scientists. This study presents a STS-based experience to innovate the initial teacher training and science education in primary education through cooperative games, whose objective is to teach about scientific activity, using scientific and critical thinking to solve scientific problems and also useful for daily life. The experience uses the game of dice, to predict the content of the hidden face of a cube based on the observations and regularities identified in the other visible faces and so that only responses that are accompanied by proofs or evidences are admitted. The teachers prepared the didactic materials for the classroom applications, collected the products of the activities and reflected on their innovative experience. The results show that the students assume the rules of the game and achieve the proposed learning. The majority of the students produced arguments and justifications of quality for the solutions obtained to the raised problem, and some tangible elaborated products are discussed. Further, teachers value positively the experience due to the satisfaction and involvement of students along its implementation, the cooperative and playful methodology that was very productive for reflection and for allowing them to significantly develop a difficult and forgotten topic of the curriculum that does not require prior learning. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-22 |
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.v11i2.6790 https://doi.org/10.34624/id.v11i2.6790 |
url |
https://doi.org/10.34624/id.v11i2.6790 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/6790 https://proa.ua.pt/index.php/id/article/view/6790/4996 |
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 11 No 2 (2019); 821-842 Indagatio Didactica; Vol. 11 Núm. 2 (2019); 821-842 Indagatio Didactica; Vol. 11 No 2 (2019); 821-842 Indagatio Didactica; vol. 11 n.º 2 (2019); 821-842 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 |
reponame_str |
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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