Science labs: diagnostic analysis in Portuguese public schools

Detalhes bibliográficos
Autor(a) principal: Rodrigues, Ana V.
Data de Publicação: 2018
Outros Autores: Sousa, Ana Sofia, Almeida, Mariana, Paiva, Joana, Vieira, Rui Marques, João, Patrícia, Couceiro, Fernanda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v10i5.11107
Resumo: The present work falls within the field of Science Education and focuses on the identification, evaluation and presentation of proposals for the improvement of science didactic infrastructures given its importance for the construction of scientific knowledge and the development of skills associated with practical work.This study assumed a socio-critical paradigm of a mixed nature to identify, describe, evaluate and improve the infrastructures destined to perform practical work of sciences, particularly of experimental and laboratory nature, in 152 public education establishments (from Preschool to secondary education) that integrate the Comunidade Intermunicipal do Médio Tejo, in Portugal.The results show that the organization of the science labs does not promote collaborative work among students. Regarding the material resources for the practical science teaching, it has been found that, despite their diversity, these are, in general, insufficient for the simultaneous use by the different working groups. It was also verified the absence of some protection and emergency equipment considered vital for the safety of the school community.The main contributions of this study are related to the perception of the reality of school science infrastructures and with the presentation of proposals for their improvement. The conclusions encourage the reflection by educational agents on the current state and relevance of school science labs to the quality of science learning of school science laboratories that must be carefully planned, constructed and equipped. 
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spelling Science labs: diagnostic analysis in Portuguese public schoolsLaboratórios de Ciências: análise diagnóstica em escolas públicas portuguesasThe present work falls within the field of Science Education and focuses on the identification, evaluation and presentation of proposals for the improvement of science didactic infrastructures given its importance for the construction of scientific knowledge and the development of skills associated with practical work.This study assumed a socio-critical paradigm of a mixed nature to identify, describe, evaluate and improve the infrastructures destined to perform practical work of sciences, particularly of experimental and laboratory nature, in 152 public education establishments (from Preschool to secondary education) that integrate the Comunidade Intermunicipal do Médio Tejo, in Portugal.The results show that the organization of the science labs does not promote collaborative work among students. Regarding the material resources for the practical science teaching, it has been found that, despite their diversity, these are, in general, insufficient for the simultaneous use by the different working groups. It was also verified the absence of some protection and emergency equipment considered vital for the safety of the school community.The main contributions of this study are related to the perception of the reality of school science infrastructures and with the presentation of proposals for their improvement. The conclusions encourage the reflection by educational agents on the current state and relevance of school science labs to the quality of science learning of school science laboratories that must be carefully planned, constructed and equipped. Le présent travail s’inscrit dans le domaine de l’enseignement des sciences et se concentre sur l’identification, l’évaluation et la présentation de propositions d’amélioration des espaces didactiques de la science compte tenu de son importance pour la construction de la connaissance scientifique et le développement des compétences associées au travail pratique.Cette étude a pris un paradigme sociocritique de nature mixte pour identifier, décrire, évaluer et améliorer les infrastructures destinées aux travaux pratique des sciences, en particulier de nature expérimentale et laboratoire, dans les 152 écoles publiques (de l’enseignement préscolaire au secondaire) qui composent la Comunidade Intermunicipal do Médio Tejo, au Portugal.Les résultats montrent que l’organisation des laboratoires scientifiques ne favorise pas le travail collaboratif entre les étudiants. En ce qui concerne les ressources matérielles pour l’enseignement pratique des sciences, il a été constaté que, malgré leur diversité, ils sont, en règle générale, insuffisantes pour l’utilisation simultanée par les différents groupes de travail. Il a également été vérifié l’absence de matériel de protection et d’urgence jugé vital pour la sécurité de la communauté scolaire.Les principales contributions de cette étude sont liées à la perception de la réalité des espaces scolaires des sciences et à présentation de propositions d’amélioration. Les conclusions encouragent à la réflexion des agents éducatifs sur l’état actuel et à l’importance des laboratoires scientifiques scolaires qui doivent être soigneusement planifiés, construits et équipés.O presente trabalho enquadra-se no domínio da Educação em Ciências e foca-se na identificação, avaliação e apresentação de propostas para a melhoria dos espaços didáticos de ciência, dada a sua importância para a construção do conhecimento científico e para o desenvolvimento de capacidades associadas ao trabalho prático.Este estudo assumiu um paradigma sócio-crítico de natureza mista para identificar, descrever, aferir e melhorar as infraestruturas destinadas à realização do trabalho prático de ciências, particularmente de índole experimental e laboratorial, nos 152 estabelecimentos de ensino público (do Pré-escolar ao Ensino Secundário) que integram a Comunidade Intermunicipal do Médio Tejo, em Portugal.Os resultados evidenciam que a organização dos laboratórios de ciências parece não potenciar o trabalho colaborativo entre os/as alunos/as. Relativamente aos recursos materiais para o ensino prático de ciências, verificou-se que, apesar da sua diversidade, estes são, por norma, insuficientes para a utilização simultânea por diferentes grupos de trabalho, como desejável. Verificou-se, ainda, a ausência de alguns equipamentos de proteção e emergência considerados vitais para a segurança da comunidade escolar.Os principais contributos deste estudo relacionam-se com a perceção da realidade dos espaços escolares destinados às ciências e com a apresentação de propostas para a sua melhoria. As conclusões incitam à reflexão, por parte dos agentes educativos, sobre o estado atual e a relevância para a qualidade das aprendizagens em ciências dos laboratórios de ciências escolares que devem ser alvo de uma criteriosa e cuidada planificação, construção e apetrechamento. Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2018-12-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v10i5.11107https://doi.org/10.34624/id.v10i5.11107Indagatio Didactica; Vol 10 No 5 (2018); 31-46Indagatio Didactica; Vol. 10 Núm. 5 (2018); 31-46Indagatio Didactica; Vol. 10 No 5 (2018); 31-46Indagatio Didactica; vol. 10 n.º 5 (2018); 31-461647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/11107https://proa.ua.pt/index.php/id/article/view/11107/7229Rodrigues, Ana V.Sousa, Ana SofiaAlmeida, MarianaPaiva, JoanaVieira, Rui MarquesJoão, PatríciaCouceiro, Fernandainfo:eu-repo/semantics/openAccess2023-09-22T10:18:04Zoai:proa.ua.pt:article/11107Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:20.541909Repositório 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 Science labs: diagnostic analysis in Portuguese public schools
Laboratórios de Ciências: análise diagnóstica em escolas públicas portuguesas
title Science labs: diagnostic analysis in Portuguese public schools
spellingShingle Science labs: diagnostic analysis in Portuguese public schools
Rodrigues, Ana V.
title_short Science labs: diagnostic analysis in Portuguese public schools
title_full Science labs: diagnostic analysis in Portuguese public schools
title_fullStr Science labs: diagnostic analysis in Portuguese public schools
title_full_unstemmed Science labs: diagnostic analysis in Portuguese public schools
title_sort Science labs: diagnostic analysis in Portuguese public schools
author Rodrigues, Ana V.
author_facet Rodrigues, Ana V.
Sousa, Ana Sofia
Almeida, Mariana
Paiva, Joana
Vieira, Rui Marques
João, Patrícia
Couceiro, Fernanda
author_role author
author2 Sousa, Ana Sofia
Almeida, Mariana
Paiva, Joana
Vieira, Rui Marques
João, Patrícia
Couceiro, Fernanda
author2_role author
author
author
author
author
author
dc.contributor.author.fl_str_mv Rodrigues, Ana V.
Sousa, Ana Sofia
Almeida, Mariana
Paiva, Joana
Vieira, Rui Marques
João, Patrícia
Couceiro, Fernanda
description The present work falls within the field of Science Education and focuses on the identification, evaluation and presentation of proposals for the improvement of science didactic infrastructures given its importance for the construction of scientific knowledge and the development of skills associated with practical work.This study assumed a socio-critical paradigm of a mixed nature to identify, describe, evaluate and improve the infrastructures destined to perform practical work of sciences, particularly of experimental and laboratory nature, in 152 public education establishments (from Preschool to secondary education) that integrate the Comunidade Intermunicipal do Médio Tejo, in Portugal.The results show that the organization of the science labs does not promote collaborative work among students. Regarding the material resources for the practical science teaching, it has been found that, despite their diversity, these are, in general, insufficient for the simultaneous use by the different working groups. It was also verified the absence of some protection and emergency equipment considered vital for the safety of the school community.The main contributions of this study are related to the perception of the reality of school science infrastructures and with the presentation of proposals for their improvement. The conclusions encourage the reflection by educational agents on the current state and relevance of school science labs to the quality of science learning of school science laboratories that must be carefully planned, constructed and equipped. 
publishDate 2018
dc.date.none.fl_str_mv 2018-12-19
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v10i5.11107
https://doi.org/10.34624/id.v10i5.11107
url https://doi.org/10.34624/id.v10i5.11107
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/11107
https://proa.ua.pt/index.php/id/article/view/11107/7229
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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 10 No 5 (2018); 31-46
Indagatio Didactica; Vol. 10 Núm. 5 (2018); 31-46
Indagatio Didactica; Vol. 10 No 5 (2018); 31-46
Indagatio Didactica; vol. 10 n.º 5 (2018); 31-46
1647-3582
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