Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Brasileira de Ensino de Física (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1806-11172020000100507 |
Resumo: | Abstract This article presents a qualitative study, with a descriptive and interpretative nature, of the abilities of prospective elementary teachers (PETs) to solve a contextualized problem of physics through a process of guided inquiry. Specifically, an analysis was made of the PETs' abilities to (a) formulate hypotheses; (b) plan inquiry procedures aimed at testing hypotheses; and (c) draw conclusions from the inquiry (i.e., interpret experimental data to accept or reject their hypotheses, and recognize the limitations of the inquiry that they had conducted). The study participants were 17 PETs who were receiving training in science teaching. They were organized into small groups to solve the physics problem proposed to them. The study's data were extracted from the inquiry reports that the groups prepared by following a script with open-ended questions. The results revealed the PETs' strengths and weaknesses in addressing the different scientific practices that had been required in the process, as well as showing that they all had achieved some improvement in their inquiry abilities after completing the activity. A discussion of the results is given with a view to improving the training of PETs in inquiry-based science learning. |
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Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiryinquiry abilitieselementary teacher trainingscience educationscientific inquirythermal phenomenonAbstract This article presents a qualitative study, with a descriptive and interpretative nature, of the abilities of prospective elementary teachers (PETs) to solve a contextualized problem of physics through a process of guided inquiry. Specifically, an analysis was made of the PETs' abilities to (a) formulate hypotheses; (b) plan inquiry procedures aimed at testing hypotheses; and (c) draw conclusions from the inquiry (i.e., interpret experimental data to accept or reject their hypotheses, and recognize the limitations of the inquiry that they had conducted). The study participants were 17 PETs who were receiving training in science teaching. They were organized into small groups to solve the physics problem proposed to them. The study's data were extracted from the inquiry reports that the groups prepared by following a script with open-ended questions. The results revealed the PETs' strengths and weaknesses in addressing the different scientific practices that had been required in the process, as well as showing that they all had achieved some improvement in their inquiry abilities after completing the activity. A discussion of the results is given with a view to improving the training of PETs in inquiry-based science learning.Sociedade Brasileira de Física2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1806-11172020000100507Revista Brasileira de Ensino de Física v.42 2020reponame:Revista Brasileira de Ensino de Física (Online)instname:Sociedade Brasileira de Física (SBF)instacron:SBF10.1590/1806-9126-rbef-2019-0280info:eu-repo/semantics/openAccessGarcía-Carmona,Antonioeng2019-11-22T00:00:00Zoai:scielo:S1806-11172020000100507Revistahttp://www.sbfisica.org.br/rbef/https://old.scielo.br/oai/scielo-oai.php||marcio@sbfisica.org.br1806-91261806-1117opendoar:2019-11-22T00:00Revista Brasileira de Ensino de Física (Online) - Sociedade Brasileira de Física (SBF)false |
dc.title.none.fl_str_mv |
Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry |
title |
Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry |
spellingShingle |
Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry García-Carmona,Antonio inquiry abilities elementary teacher training science education scientific inquiry thermal phenomenon |
title_short |
Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry |
title_full |
Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry |
title_fullStr |
Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry |
title_full_unstemmed |
Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry |
title_sort |
Prospective elementary teachers' abilities in tackling a contextualized physics problem as guided inquiry |
author |
García-Carmona,Antonio |
author_facet |
García-Carmona,Antonio |
author_role |
author |
dc.contributor.author.fl_str_mv |
García-Carmona,Antonio |
dc.subject.por.fl_str_mv |
inquiry abilities elementary teacher training science education scientific inquiry thermal phenomenon |
topic |
inquiry abilities elementary teacher training science education scientific inquiry thermal phenomenon |
description |
Abstract This article presents a qualitative study, with a descriptive and interpretative nature, of the abilities of prospective elementary teachers (PETs) to solve a contextualized problem of physics through a process of guided inquiry. Specifically, an analysis was made of the PETs' abilities to (a) formulate hypotheses; (b) plan inquiry procedures aimed at testing hypotheses; and (c) draw conclusions from the inquiry (i.e., interpret experimental data to accept or reject their hypotheses, and recognize the limitations of the inquiry that they had conducted). The study participants were 17 PETs who were receiving training in science teaching. They were organized into small groups to solve the physics problem proposed to them. The study's data were extracted from the inquiry reports that the groups prepared by following a script with open-ended questions. The results revealed the PETs' strengths and weaknesses in addressing the different scientific practices that had been required in the process, as well as showing that they all had achieved some improvement in their inquiry abilities after completing the activity. A discussion of the results is given with a view to improving the training of PETs in inquiry-based science learning. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1806-11172020000100507 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1806-11172020000100507 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1806-9126-rbef-2019-0280 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Física |
publisher.none.fl_str_mv |
Sociedade Brasileira de Física |
dc.source.none.fl_str_mv |
Revista Brasileira de Ensino de Física v.42 2020 reponame:Revista Brasileira de Ensino de Física (Online) instname:Sociedade Brasileira de Física (SBF) instacron:SBF |
instname_str |
Sociedade Brasileira de Física (SBF) |
instacron_str |
SBF |
institution |
SBF |
reponame_str |
Revista Brasileira de Ensino de Física (Online) |
collection |
Revista Brasileira de Ensino de Física (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Ensino de Física (Online) - Sociedade Brasileira de Física (SBF) |
repository.mail.fl_str_mv |
||marcio@sbfisica.org.br |
_version_ |
1752122424822857728 |