The role of questioning: teacher and student interventions in knowledge building

Detalhes bibliográficos
Autor(a) principal: Schein, Zenar Pedro
Data de Publicação: 2008
Outros Autores: Coelho, Suzana Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/6291
Resumo: The paper presents results of a research carried out with high school students, aged 15 and 16, from a private school, in which it was investigated how interventions by teacher and student contribute to the learning process. The chosen guidelines for this research were a constructivist epistemology and the enquiry-based teaching, and for social practice reference, the scientific activity. The role of questioning in student knowledge building is discussed in a context of experimental activities on body equilibrium that culminated with the construction and use of an analytical scale. Questioning appears as a student learning facilitator for it enables the expression of students previous knowledge and the development of observation, investigation and explanation skills, as well as for stimulating the organization of a greater number of connections between the real and the abstract domains, and contributing for student progress into higher conceptual complexity levels.
id UFSC-19_d08cfa88fb37f38e9f64cce494605c20
oai_identifier_str oai:periodicos.ufsc.br:article/6291
network_acronym_str UFSC-19
network_name_str Caderno Brasileiro de Ensino de Física (Online)
repository_id_str
spelling The role of questioning: teacher and student interventions in knowledge buildingO papel do questionamento: intervenções do professor e do aluno na construção do conhecimentoThe paper presents results of a research carried out with high school students, aged 15 and 16, from a private school, in which it was investigated how interventions by teacher and student contribute to the learning process. The chosen guidelines for this research were a constructivist epistemology and the enquiry-based teaching, and for social practice reference, the scientific activity. The role of questioning in student knowledge building is discussed in a context of experimental activities on body equilibrium that culminated with the construction and use of an analytical scale. Questioning appears as a student learning facilitator for it enables the expression of students previous knowledge and the development of observation, investigation and explanation skills, as well as for stimulating the organization of a greater number of connections between the real and the abstract domains, and contributing for student progress into higher conceptual complexity levels.O artigo apresenta resultados de uma pesquisa, realizada com alunos das primeiras e segundas séries de uma escola particular do Ensino Médio, na qual se investigou como as intervenções do professor e do aluno interferem na aprendizagem. Como princípios norteadores do trabalho, optou-se por uma epistemologia construtivista e por educar pela pesquisa e adotou-se, como prática social de referência, a atividade científica. Em um contexto de atividades experimentais sobre o equilíbrio dos corpos que culminaram com a construção e utilização de uma balança analítica, discute-se o papel do questionamento na construção do conhecimento do aluno. O questionamento aparece como ferramenta facilitadora da aprendizagem do aluno por favorecer a explicitação do seu conhecimento prévio e o desenvolvimento de capacidades de observação, investigação e explicação, assim como por estimular o estabelecimento de um maior número de conexões entre o real e o abstrato e contribuir para o progresso do aluno para níveis de maior complexidade conceitual.Imprensa Universitária - UFSC2008-09-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/6291Caderno Brasileiro de Ensino de Física; v. 23 n. 1 (2006); 72-982175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/6291/5824Schein, Zenar PedroCoelho, Suzana Mariainfo:eu-repo/semantics/openAccess2022-11-29T18:33:11Zoai:periodicos.ufsc.br:article/6291Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2022-11-29T18:33:11Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The role of questioning: teacher and student interventions in knowledge building
O papel do questionamento: intervenções do professor e do aluno na construção do conhecimento
title The role of questioning: teacher and student interventions in knowledge building
spellingShingle The role of questioning: teacher and student interventions in knowledge building
Schein, Zenar Pedro
title_short The role of questioning: teacher and student interventions in knowledge building
title_full The role of questioning: teacher and student interventions in knowledge building
title_fullStr The role of questioning: teacher and student interventions in knowledge building
title_full_unstemmed The role of questioning: teacher and student interventions in knowledge building
title_sort The role of questioning: teacher and student interventions in knowledge building
author Schein, Zenar Pedro
author_facet Schein, Zenar Pedro
Coelho, Suzana Maria
author_role author
author2 Coelho, Suzana Maria
author2_role author
dc.contributor.author.fl_str_mv Schein, Zenar Pedro
Coelho, Suzana Maria
description The paper presents results of a research carried out with high school students, aged 15 and 16, from a private school, in which it was investigated how interventions by teacher and student contribute to the learning process. The chosen guidelines for this research were a constructivist epistemology and the enquiry-based teaching, and for social practice reference, the scientific activity. The role of questioning in student knowledge building is discussed in a context of experimental activities on body equilibrium that culminated with the construction and use of an analytical scale. Questioning appears as a student learning facilitator for it enables the expression of students previous knowledge and the development of observation, investigation and explanation skills, as well as for stimulating the organization of a greater number of connections between the real and the abstract domains, and contributing for student progress into higher conceptual complexity levels.
publishDate 2008
dc.date.none.fl_str_mv 2008-09-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/6291
url https://periodicos.ufsc.br/index.php/fisica/article/view/6291
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/6291/5824
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 Imprensa Universitária - UFSC
publisher.none.fl_str_mv Imprensa Universitária - UFSC
dc.source.none.fl_str_mv Caderno Brasileiro de Ensino de Física; v. 23 n. 1 (2006); 72-98
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Caderno Brasileiro de Ensino de Física (Online)
collection Caderno Brasileiro de Ensino de Física (Online)
repository.name.fl_str_mv Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com
_version_ 1799940569617661952

Registros relacionados