Práticas epistêmicas e argumentação em uma atividade investigativa de física
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/14670 |
Resumo: | The research presented in this dissertation had as objective to analyze the arguments elaborated by students, along a sequence of investigative teaching of Physics, considering their possible relations with the other epistemic practices and with the epistemic movements developed by the teacher. The research was based on studies by Gregory J. Kelly and collaborators, which represent an empirical program of epistemology, focusing on what counts as knowledge, reasoning, justification and representation in science education contexts. In such studies, epistemic practices are understood as socially organized and interactively realized forms, by which members of a group propose, communicate, evaluate and legitimize claims for knowledge. Argumentation is understood as an epistemic practice whose development, associated with that of other practices, favors students' scientific literacy. To carry out this research, characterized as a case study, a qualitative approach was used; however, quantitative approaches were not disregarded in the analysis, in order to ensure a broader look at the situation investigated. The Investigative Teaching Sequence (IST), composed of 3 classes, was applied to a group of students in the 2nd grade of High School of The College of Application of the Federal University of Sergipe. It was structured with inspiration in the Investigative Cycle proposed by Pedaste et al. and aimed to provide opportunities for students to elaborate explanations and arguments based on evidence about the thermal expansion process of solids. The meetings, held within a virtual platform through videoconferences, were videotaped and, later, went through a transcription process. In addition to these data, it was possible to collect data from didactic material, questionnaires and participatory comments made by students in the chat on the virtual platform. To analyze the students' oral and written arguments, the Toulmin’s Argument Pattern (TAP) was used. Bearing in mind that the SEI structure analyzed preserved the interactive and social space, the possibility of establishing epistemic practices in virtual environments was verified. These, in turn, occurred more frequently in the social instance of knowledge communication. The results obtained also showed that the discussion fostered by the teacher was fundamental for the students' engagement and the development of more structured and complex arguments throughout the SEI. |
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Freire, Felipe AragãoSilva, Adjane da Costa Tourinho2021-10-22T15:14:39Z2021-10-22T15:14:39Z2021-03-31FREIRE, Felipe Aragão. Práticas epistêmicas e argumentação em uma atividade investigativa de física. 2021. 223 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021.https://ri.ufs.br/jspui/handle/riufs/14670The research presented in this dissertation had as objective to analyze the arguments elaborated by students, along a sequence of investigative teaching of Physics, considering their possible relations with the other epistemic practices and with the epistemic movements developed by the teacher. The research was based on studies by Gregory J. Kelly and collaborators, which represent an empirical program of epistemology, focusing on what counts as knowledge, reasoning, justification and representation in science education contexts. In such studies, epistemic practices are understood as socially organized and interactively realized forms, by which members of a group propose, communicate, evaluate and legitimize claims for knowledge. Argumentation is understood as an epistemic practice whose development, associated with that of other practices, favors students' scientific literacy. To carry out this research, characterized as a case study, a qualitative approach was used; however, quantitative approaches were not disregarded in the analysis, in order to ensure a broader look at the situation investigated. The Investigative Teaching Sequence (IST), composed of 3 classes, was applied to a group of students in the 2nd grade of High School of The College of Application of the Federal University of Sergipe. It was structured with inspiration in the Investigative Cycle proposed by Pedaste et al. and aimed to provide opportunities for students to elaborate explanations and arguments based on evidence about the thermal expansion process of solids. The meetings, held within a virtual platform through videoconferences, were videotaped and, later, went through a transcription process. In addition to these data, it was possible to collect data from didactic material, questionnaires and participatory comments made by students in the chat on the virtual platform. To analyze the students' oral and written arguments, the Toulmin’s Argument Pattern (TAP) was used. Bearing in mind that the SEI structure analyzed preserved the interactive and social space, the possibility of establishing epistemic practices in virtual environments was verified. These, in turn, occurred more frequently in the social instance of knowledge communication. The results obtained also showed that the discussion fostered by the teacher was fundamental for the students' engagement and the development of more structured and complex arguments throughout the SEI.A pesquisa apresentada nesta dissertação teve por objetivo analisar os argumentos elaborados por alunos, ao longo de uma sequência de ensino investigativa de Física, considerando suas possíveis relações com as demais práticas epistêmicas e com os movimentos epistêmicos desenvolvidos pelo professor. A pesquisa tomou como base estudos de Gregory J. Kelly e colaboradores, os quais representam um programa empírico de epistemologia, em que se enfoca o que conta como conhecimento, raciocínio, justificação e representação em contextos de educação em ciências. Em tais estudos, as práticas epistêmicas são entendidas como formas socialmente organizadas e interativamente realizadas, pelas quais membros de um grupo propõem, comunicam, avaliam e legitimam reivindicações de conhecimento. A argumentação é entendida como uma prática epistêmica cujo desenvolvimento, associado ao de outras práticas, favorece a alfabetização científica dos alunos. Para realização desta pesquisa, caracterizada como um estudo de caso, foi utilizada uma abordagem qualitativa; no entanto, não se desconsiderou, na análise, investidas quantitativas, com o intuito de garantir um olhar mais amplo para a situação investigada. A Sequência de Ensino Investigativa (SEI), composta por 3 aulas, foi aplicada a um grupo de alunos da 2ª série do Ensino Médio do Colégio de Aplicação da Universidade Federal de Sergipe. Ela foi estruturada com inspiração no Ciclo Investigativo proposto por Pedaste et al. e objetivou proporcionar oportunidades para que os alunos elaborassem explicações e argumentos com base em evidências sobre o processo de dilatação térmica dos sólidos. Os encontros, realizados dentro de uma plataforma virtual por meio de videoconferências, foram gravados em vídeo e, posteriormente, passaram por um processo de transcrição. Além desses dados, foi possível a coleta de dados decorrentes do material didático, dos questionários aplicados e dos comentários participativos realizados pelos alunos no chat da plataforma virtual. Para análise dos argumentos orais e escritos dos alunos, foi utilizado o Padrão do Argumento de Toulmin (TAP). Tendo em vista que a estrutura da SEI analisada preservou o espaço interativo e social, verificou-se a possibilidade de instauração de práticas epistêmicas em ambientes virtuais. Estas, por sua vez, ocorreram em maior frequência na instância social de comunicação do conhecimento. Os resultados obtidos ainda mostraram que a discussão fomentada pelo professor foi fundamental para o engajamento dos alunos e o desenvolvimento de argumentos mais estruturados e complexos ao longo da SEI.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão Cristóvão, SEporEnsino de Ciências e MatemáticaEpistemologiaArgumentaçãoRaciocínio lógicoExpansão de sólidosScience teachingArgumentationCIENCIAS HUMANAS::EDUCACAOPráticas epistêmicas e argumentação em uma atividade investigativa de físicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/14670/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALFELIPE_ARAGAO_FREIRE.pdfFELIPE_ARAGAO_FREIRE.pdfapplication/pdf3470778https://ri.ufs.br/jspui/bitstream/riufs/14670/2/FELIPE_ARAGAO_FREIRE.pdfc0c558f1695786c0bbc264184931a043MD52TEXTFELIPE_ARAGAO_FREIRE.pdf.txtFELIPE_ARAGAO_FREIRE.pdf.txtExtracted texttext/plain508819https://ri.ufs.br/jspui/bitstream/riufs/14670/3/FELIPE_ARAGAO_FREIRE.pdf.txt733b92f4f2eefbd208794b4ffdb5bf60MD53THUMBNAILFELIPE_ARAGAO_FREIRE.pdf.jpgFELIPE_ARAGAO_FREIRE.pdf.jpgGenerated Thumbnailimage/jpeg1173https://ri.ufs.br/jspui/bitstream/riufs/14670/4/FELIPE_ARAGAO_FREIRE.pdf.jpgd446b754a341cb8e3c75dc2524b98302MD54riufs/146702021-10-26 12:21:49.324oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2021-10-26T15:21:49Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Práticas epistêmicas e argumentação em uma atividade investigativa de física |
title |
Práticas epistêmicas e argumentação em uma atividade investigativa de física |
spellingShingle |
Práticas epistêmicas e argumentação em uma atividade investigativa de física Freire, Felipe Aragão Ensino de Ciências e Matemática Epistemologia Argumentação Raciocínio lógico Expansão de sólidos Science teaching Argumentation CIENCIAS HUMANAS::EDUCACAO |
title_short |
Práticas epistêmicas e argumentação em uma atividade investigativa de física |
title_full |
Práticas epistêmicas e argumentação em uma atividade investigativa de física |
title_fullStr |
Práticas epistêmicas e argumentação em uma atividade investigativa de física |
title_full_unstemmed |
Práticas epistêmicas e argumentação em uma atividade investigativa de física |
title_sort |
Práticas epistêmicas e argumentação em uma atividade investigativa de física |
author |
Freire, Felipe Aragão |
author_facet |
Freire, Felipe Aragão |
author_role |
author |
dc.contributor.author.fl_str_mv |
Freire, Felipe Aragão |
dc.contributor.advisor1.fl_str_mv |
Silva, Adjane da Costa Tourinho |
contributor_str_mv |
Silva, Adjane da Costa Tourinho |
dc.subject.por.fl_str_mv |
Ensino de Ciências e Matemática Epistemologia Argumentação Raciocínio lógico Expansão de sólidos |
topic |
Ensino de Ciências e Matemática Epistemologia Argumentação Raciocínio lógico Expansão de sólidos Science teaching Argumentation CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Science teaching Argumentation |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The research presented in this dissertation had as objective to analyze the arguments elaborated by students, along a sequence of investigative teaching of Physics, considering their possible relations with the other epistemic practices and with the epistemic movements developed by the teacher. The research was based on studies by Gregory J. Kelly and collaborators, which represent an empirical program of epistemology, focusing on what counts as knowledge, reasoning, justification and representation in science education contexts. In such studies, epistemic practices are understood as socially organized and interactively realized forms, by which members of a group propose, communicate, evaluate and legitimize claims for knowledge. Argumentation is understood as an epistemic practice whose development, associated with that of other practices, favors students' scientific literacy. To carry out this research, characterized as a case study, a qualitative approach was used; however, quantitative approaches were not disregarded in the analysis, in order to ensure a broader look at the situation investigated. The Investigative Teaching Sequence (IST), composed of 3 classes, was applied to a group of students in the 2nd grade of High School of The College of Application of the Federal University of Sergipe. It was structured with inspiration in the Investigative Cycle proposed by Pedaste et al. and aimed to provide opportunities for students to elaborate explanations and arguments based on evidence about the thermal expansion process of solids. The meetings, held within a virtual platform through videoconferences, were videotaped and, later, went through a transcription process. In addition to these data, it was possible to collect data from didactic material, questionnaires and participatory comments made by students in the chat on the virtual platform. To analyze the students' oral and written arguments, the Toulmin’s Argument Pattern (TAP) was used. Bearing in mind that the SEI structure analyzed preserved the interactive and social space, the possibility of establishing epistemic practices in virtual environments was verified. These, in turn, occurred more frequently in the social instance of knowledge communication. The results obtained also showed that the discussion fostered by the teacher was fundamental for the students' engagement and the development of more structured and complex arguments throughout the SEI. |
publishDate |
2021 |
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2021-10-22T15:14:39Z |
dc.date.available.fl_str_mv |
2021-10-22T15:14:39Z |
dc.date.issued.fl_str_mv |
2021-03-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FREIRE, Felipe Aragão. Práticas epistêmicas e argumentação em uma atividade investigativa de física. 2021. 223 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/14670 |
identifier_str_mv |
FREIRE, Felipe Aragão. Práticas epistêmicas e argumentação em uma atividade investigativa de física. 2021. 223 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021. |
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https://ri.ufs.br/jspui/handle/riufs/14670 |
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por |
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por |
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Universidade Federal de Sergipe |
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