Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics
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Data de Publicação: | 2017 |
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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/2175-7941.2017v34n1p152 |
Resumo: | It is presented here a descriptive and qualitative study about the trajectory of students in a course on the Evolution of Physics Concepts, a night course given in the first academic semester in 2012 in a Physics undergraduate course, regarding their conceptions about the Nature of Science (NoS). This research also aims to investigate the teacher's influence on the discipline in these conceptions. The data to the investigation were obtained through the systematic observation of classes, recorded in audio and video, transcribed according to a protocol and then analyzed. A field diary was also used to register data. The students’ conceptions about NoS were identified and analyzed considering the vision of science defended/problematized by the teacher as a parameter. The results show that the individual trajectory of the previously mentioned students, related to their conceptions about NoS, can be grouped in the following way: a) students that explicitly revealed discordance to the vision defended/ problematized by the teacher, but presented changes throughout the course; b) students that disagreed with aspects related to the teacher's view but did not present a change pattern throughout the classes; c) students that exposed questionings/ positioning throughout the classes that clearly revealed conceptions about NoS in accordance with the vision of science defended/ problematized by the teacher, but in the end of the discipline, those who responded the applied questionnaire revealed, direct or indirectly, that they had “erroneous” conceptions about the scientific achievement, having the teacher view as parameter; d) students that, even aware to the historical epistemological nature of the discussions occurred during the classes, hardly exposed questionings/ positioning, throughout the discipline, that explicitly showed their conceptions about the NoS. |
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Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of PhysicsConcepções sobre a Natureza da Ciência: a trajetória dos estudantes de uma disciplina sobre Evolução dos Conceitos da FísicaIt is presented here a descriptive and qualitative study about the trajectory of students in a course on the Evolution of Physics Concepts, a night course given in the first academic semester in 2012 in a Physics undergraduate course, regarding their conceptions about the Nature of Science (NoS). This research also aims to investigate the teacher's influence on the discipline in these conceptions. The data to the investigation were obtained through the systematic observation of classes, recorded in audio and video, transcribed according to a protocol and then analyzed. A field diary was also used to register data. The students’ conceptions about NoS were identified and analyzed considering the vision of science defended/problematized by the teacher as a parameter. The results show that the individual trajectory of the previously mentioned students, related to their conceptions about NoS, can be grouped in the following way: a) students that explicitly revealed discordance to the vision defended/ problematized by the teacher, but presented changes throughout the course; b) students that disagreed with aspects related to the teacher's view but did not present a change pattern throughout the classes; c) students that exposed questionings/ positioning throughout the classes that clearly revealed conceptions about NoS in accordance with the vision of science defended/ problematized by the teacher, but in the end of the discipline, those who responded the applied questionnaire revealed, direct or indirectly, that they had “erroneous” conceptions about the scientific achievement, having the teacher view as parameter; d) students that, even aware to the historical epistemological nature of the discussions occurred during the classes, hardly exposed questionings/ positioning, throughout the discipline, that explicitly showed their conceptions about the NoS.Apresentamos aqui um estudo de caráter qualitativo e descritivo sobre a trajetória dos estudantes de uma disciplina sobre Evolução dos Conceitos da Física, turno noturno, ministrada no 1º semestre acadêmico do ano letivo de 2012, de um curso de graduação em Física, quanto às suas concepções acerca da Natureza da Ciência (NdC). Os dados para a investigação foram obtidos a partir da observação sistemática das aulas, gravadas em áudio e vídeo, transcritas para um protocolo e depois analisadas. Um diário de campo também foi utilizado para o registro dos dados. As concepções dos estudantes sobre a NdC foram identificadas e analisadas tendo como parâmetro a visão de ciência defendida/problematizada pelo professor. Os resultados mostram que as trajetórias individuais dos referidos estudantes, quanto às suas concepções sobre a NdC, podem ser agrupadas da seguinte forma: a) estudantes que revelaram, explicitamente, uma concepção que não concordava com a visão defendida/problematizada pelo professor, mas que apresentou mudança ao longo da disciplina; b) estudantes que discordaram de aspectos relativos à visão do professor, mas não apresentaram um padrão de mudança no decorrer das aulas; c) estudantes que expuseram questionamentos e/ou posicionamentos ao longo das aulas, que claramente sinalizavam concepções sobre a NdC em acordo com a visão de ciência defendida/problematizada pelo professor, mas no final da disciplina, aqueles que responderam ao questionário aplicado revelaram, direta ou indiretamente, que tinham concepções “errôneas” sobre o fazer científico, tendo como parâmetro a visão do professor; d) estudantes que mesmo atentos às discussões de natureza histórico-epistemológicas que ocorreram durante as aulas, quase que não expuseram questionamentos e/ou posicionamentos, ao longo da disciplina, que explicitamente sinalizassem suas concepções sobre a NdC.Imprensa Universitária - UFSC2017-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p15210.5007/2175-7941.2017v34n1p152Caderno Brasileiro de Ensino de Física; v. 34 n. 1 (2017); 152-1752175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p152/33986Copyright (c) 2017 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessPena, Fábio Luís AlvesTeixeira, Elder Sales2017-12-19T13:15:45Zoai:periodicos.ufsc.br:article/44446Revistahttp://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:2017-12-19T13:15:45Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics Concepções sobre a Natureza da Ciência: a trajetória dos estudantes de uma disciplina sobre Evolução dos Conceitos da Física |
title |
Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics |
spellingShingle |
Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics Pena, Fábio Luís Alves |
title_short |
Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics |
title_full |
Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics |
title_fullStr |
Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics |
title_full_unstemmed |
Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics |
title_sort |
Conceptions about the Nature of Science: the path of the students in a course on the Evolution of the Concepts of Physics |
author |
Pena, Fábio Luís Alves |
author_facet |
Pena, Fábio Luís Alves Teixeira, Elder Sales |
author_role |
author |
author2 |
Teixeira, Elder Sales |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pena, Fábio Luís Alves Teixeira, Elder Sales |
description |
It is presented here a descriptive and qualitative study about the trajectory of students in a course on the Evolution of Physics Concepts, a night course given in the first academic semester in 2012 in a Physics undergraduate course, regarding their conceptions about the Nature of Science (NoS). This research also aims to investigate the teacher's influence on the discipline in these conceptions. The data to the investigation were obtained through the systematic observation of classes, recorded in audio and video, transcribed according to a protocol and then analyzed. A field diary was also used to register data. The students’ conceptions about NoS were identified and analyzed considering the vision of science defended/problematized by the teacher as a parameter. The results show that the individual trajectory of the previously mentioned students, related to their conceptions about NoS, can be grouped in the following way: a) students that explicitly revealed discordance to the vision defended/ problematized by the teacher, but presented changes throughout the course; b) students that disagreed with aspects related to the teacher's view but did not present a change pattern throughout the classes; c) students that exposed questionings/ positioning throughout the classes that clearly revealed conceptions about NoS in accordance with the vision of science defended/ problematized by the teacher, but in the end of the discipline, those who responded the applied questionnaire revealed, direct or indirectly, that they had “erroneous” conceptions about the scientific achievement, having the teacher view as parameter; d) students that, even aware to the historical epistemological nature of the discussions occurred during the classes, hardly exposed questionings/ positioning, throughout the discipline, that explicitly showed their conceptions about the NoS. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-05 |
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/2175-7941.2017v34n1p152 10.5007/2175-7941.2017v34n1p152 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p152 |
identifier_str_mv |
10.5007/2175-7941.2017v34n1p152 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2017v34n1p152/33986 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Caderno Brasileiro de Ensino de Física |
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. 34 n. 1 (2017); 152-175 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 |
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1799940573789945856 |