The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence
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.v12i4.21805 |
Resumo: | Recent studies argue that epistemic and meta-cognitive competency-based learning, characteristic of the science-technology-society-environment (STSE) approach, and critical thinking skills have a mutual impact and dependence. The literature review indicates that there are more and more studies that include cognitive thinking skills related to STSE learning, although few studies focus on this intuitive mutual relationship and even less that demonstrate the empirical relationship between thinking skills and STSE epistemic learning; in particular, the analysis indicates that most of the works are incomplete, since one of the two terms of this relationship is often missing, either thinking skills or epistemic knowledge. This work empirically studies the relationship between these variables, evaluating five thinking skills (explanation, decisions, sequencing, part-whole relationships and logical reasoning) and some epistemic variables on the conceptualization of science and computes the correlations between both measurements in a sample of lower-secondary students. The results confirm the initial hypothesis about the relationship between thinking skills and epistemic knowledge, although this relationship appears complex and dependent on the variables considered: the relationship is clear, positive and significant between all the skills and the appropriate ideas about science, yet not with the variables on uninformed epistemic ideas. The interpretations and consequences of these results for research and for the teaching of scientific competence, STSE topics and critical thinking skills are discussed. |
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The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competenceLa relación entre conceptualización de la ciencia y destrezas de pensamiento: evidencia empírica clave para la competencia científicaRecent studies argue that epistemic and meta-cognitive competency-based learning, characteristic of the science-technology-society-environment (STSE) approach, and critical thinking skills have a mutual impact and dependence. The literature review indicates that there are more and more studies that include cognitive thinking skills related to STSE learning, although few studies focus on this intuitive mutual relationship and even less that demonstrate the empirical relationship between thinking skills and STSE epistemic learning; in particular, the analysis indicates that most of the works are incomplete, since one of the two terms of this relationship is often missing, either thinking skills or epistemic knowledge. This work empirically studies the relationship between these variables, evaluating five thinking skills (explanation, decisions, sequencing, part-whole relationships and logical reasoning) and some epistemic variables on the conceptualization of science and computes the correlations between both measurements in a sample of lower-secondary students. The results confirm the initial hypothesis about the relationship between thinking skills and epistemic knowledge, although this relationship appears complex and dependent on the variables considered: the relationship is clear, positive and significant between all the skills and the appropriate ideas about science, yet not with the variables on uninformed epistemic ideas. The interpretations and consequences of these results for research and for the teaching of scientific competence, STSE topics and critical thinking skills are discussed.Estudios recientes sostienen que los aprendizajes competenciales de tipo epistémico y meta-cognitivo, característicos del enfoque ciencia-tecnología-sociedad-ambiente (CTSA), y las destrezas de pensamiento crítico tienen una dependencia y una interacción mutua en los aprendizajes. Aunque la revisión de la literatura indica que los estudios con destrezas de pensamiento son cada vez más frecuentes, los estudios relacionados con los aprendizajes CTSA de tipo epistémico todavía son escasos, y todavía menos los que se enfocan sobre esta intuitiva relación y la demuestren empíricamente; en particular, el análisis indica que la mayoría de los trabajos son incompletos, pues suele faltar uno de los dos términos, bien las destrezas de pensamiento, o bien el conocimiento epistémico. Este trabajo estudia empíricamente la relación entre estas variables, evaluando cinco destrezas de pensamiento (explicación, decisiones, secuenciación, relaciones parte-todo y razonamiento lógico) y algunas variables epistémicas sobre la conceptualización de la ciencia y analiza las correlaciones entre ambas variables en una muestra de alumnos de secundaria. Los resultados confirman la hipótesis inicial acerca de la relación entre destrezas de pensamiento y conocimiento epistémico, aunque esta relación aparece compleja y dependiente de las variables consideradas: la relación es clara, positiva y significativa entre todas las destrezas con las ideas adecuadas acerca de la ciencia, pero no con las ideas epistémicas menos informadas. Se discuten las interpretaciones y consecuencias de estos resultados para la investigación y para la enseñanza de la competencia científica, de los temas CTSA y de las destrezas del pensamiento crítico.Estudos recentes argumentam que a aprendizagem de competências epistêmicas e meta- -cognitivas, característica da abordagem ciência-tecnologia-sociedade-ambiente (CTSA), e habilidades de pensamento crítico têm dependência e impacto mútuos. A revisão da literatura indica que há cada vez mais estudos que incluem habilidades de pensamento cognitivo relacionadas à aprendizagem da CTSA, embora poucos estudos se concentrem nessa relação mútua intuitiva e menos ainda que demonstrem a relação empírica entre as habilidades de pensamento e a aprendizagem CTSA de tipo epistêmico; em particular, a análise indica que a maioria dos trabalhos é incompleta, uma vez que frequentemente falta um dos dois termos dessa relação, seja habilidades de pensamento ou conhecimento epistêmico. Este trabalho estuda empiricamente a relação entre essas variáveis, avaliando cinco habilidades de pensamento (explicação, decisões, seqüenciamento, relações parte-todo e raciocínio lógico) e algumas variáveis epistêmicas sobre a conceituação da ciência e calcula as correlações entre as duas medidas em uma amostra. de estudantes do ensino médio. Os resultados confirmam a hipótese inicial sobre a relação entre habilidades de pensamento e conhecimento epistêmico, embora essa relação pareça complexa e dependente das variáveis consideradas: a relação é clara, positiva e significativa entre todas as habilidades com as idéias apropriadas sobre ciência, mas não com idéias epistêmicas menos informadas. As interpretações e consequências desses resultados para a pesquisa e o ensino de competência científica, tópicos da CTSA e habilidades de pensamento crítico são discutidos.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.v12i4.21805https://doi.org/10.34624/id.v12i4.21805Indagatio Didactica; Vol 12 No 4 (2020); 383-400Indagatio Didactica; Vol. 12 Núm. 4 (2020); 383-400Indagatio Didactica; Vol. 12 No 4 (2020); 383-400Indagatio Didactica; vol. 12 n.º 4 (2020); 383-4001647-3582reponame: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/21805https://proa.ua.pt/index.php/id/article/view/21805/15958Vázquez-Alonso, ÁngelManassero-Mas, María Antoniainfo:eu-repo/semantics/openAccess2023-09-22T10:19:01Zoai:proa.ua.pt:article/21805Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:27.431936Repositório 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 |
The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence La relación entre conceptualización de la ciencia y destrezas de pensamiento: evidencia empírica clave para la competencia científica |
title |
The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence |
spellingShingle |
The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence Vázquez-Alonso, Ángel |
title_short |
The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence |
title_full |
The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence |
title_fullStr |
The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence |
title_full_unstemmed |
The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence |
title_sort |
The relationship between conceptualization of science and thinking skills: key empirical evidence for scientific competence |
author |
Vázquez-Alonso, Ángel |
author_facet |
Vázquez-Alonso, Ángel Manassero-Mas, María Antonia |
author_role |
author |
author2 |
Manassero-Mas, María Antonia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Vázquez-Alonso, Ángel Manassero-Mas, María Antonia |
description |
Recent studies argue that epistemic and meta-cognitive competency-based learning, characteristic of the science-technology-society-environment (STSE) approach, and critical thinking skills have a mutual impact and dependence. The literature review indicates that there are more and more studies that include cognitive thinking skills related to STSE learning, although few studies focus on this intuitive mutual relationship and even less that demonstrate the empirical relationship between thinking skills and STSE epistemic learning; in particular, the analysis indicates that most of the works are incomplete, since one of the two terms of this relationship is often missing, either thinking skills or epistemic knowledge. This work empirically studies the relationship between these variables, evaluating five thinking skills (explanation, decisions, sequencing, part-whole relationships and logical reasoning) and some epistemic variables on the conceptualization of science and computes the correlations between both measurements in a sample of lower-secondary students. The results confirm the initial hypothesis about the relationship between thinking skills and epistemic knowledge, although this relationship appears complex and dependent on the variables considered: the relationship is clear, positive and significant between all the skills and the appropriate ideas about science, yet not with the variables on uninformed epistemic ideas. The interpretations and consequences of these results for research and for the teaching of scientific competence, STSE topics and critical thinking skills are discussed. |
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.v12i4.21805 https://doi.org/10.34624/id.v12i4.21805 |
url |
https://doi.org/10.34624/id.v12i4.21805 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/21805 https://proa.ua.pt/index.php/id/article/view/21805/15958 |
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); 383-400 Indagatio Didactica; Vol. 12 Núm. 4 (2020); 383-400 Indagatio Didactica; Vol. 12 No 4 (2020); 383-400 Indagatio Didactica; vol. 12 n.º 4 (2020); 383-400 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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1799133572946198528 |