VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry

Detalhes bibliográficos
Autor(a) principal: Andrade,Mariana A. Bologna Soares de
Data de Publicação: 2020
Outros Autores: Lederman,Norman G., Lederman,Judith
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Ciência & Educação (Bauru. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132020000100267
Resumo: Abstract: Science education researchers agree that a better understanding of Scientific Inquiry (SI) is one of the main objectives of Scientific Literacy. Considering the Brazilian scenario in which SI is being implemented as a proposal for science education based on Base Nacional Comum Curricular (BNCC), the aim of this study was to assess the notions of 169 elementary school students regarding SI by administering the VASI questionnaire. This study had a qualitative approach, we categorized the answers in Naïve, Mixed and Informed according to the 8 aspects of SI proposed on the original questionnaire. A low percentage of answers were classified as Mixed or Informed. The results corroborate to the argument that activities that prioritize the doing inquiry do not necessarily lead the students knowing inquiry. We consider that the VASI questionnaire can be applied by teachers now that different curricula based on investigation are been adopted in Brazil.
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spelling VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific InquiryScientific inquiryVASI questionnaireInquiry activitiesAbstract: Science education researchers agree that a better understanding of Scientific Inquiry (SI) is one of the main objectives of Scientific Literacy. Considering the Brazilian scenario in which SI is being implemented as a proposal for science education based on Base Nacional Comum Curricular (BNCC), the aim of this study was to assess the notions of 169 elementary school students regarding SI by administering the VASI questionnaire. This study had a qualitative approach, we categorized the answers in Naïve, Mixed and Informed according to the 8 aspects of SI proposed on the original questionnaire. A low percentage of answers were classified as Mixed or Informed. The results corroborate to the argument that activities that prioritize the doing inquiry do not necessarily lead the students knowing inquiry. We consider that the VASI questionnaire can be applied by teachers now that different curricula based on investigation are been adopted in Brazil.Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru.2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132020000100267Ciência & Educação (Bauru) v.26 2020reponame:Ciência & Educação (Bauru. Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESP10.1590/1516-731320200070info:eu-repo/semantics/openAccessAndrade,Mariana A. Bologna Soares deLederman,Norman G.Lederman,Juditheng2020-11-26T00:00:00Zoai:scielo:S1516-73132020000100267Revistahttp://www.scielo.br/cieduPUBhttps://old.scielo.br/oai/scielo-oai.phprevista@fc.unesp.br||nardi@fc.unesp.br|| fatimab@bauru.unesp.br1980-850X1516-7313opendoar:2022-11-08T16:31:16.031432Ciência & Educação (Bauru. Online) - Universidade Estadual Paulista (UNESP)true
dc.title.none.fl_str_mv VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry
title VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry
spellingShingle VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry
Andrade,Mariana A. Bologna Soares de
Scientific inquiry
VASI questionnaire
Inquiry activities
title_short VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry
title_full VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry
title_fullStr VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry
title_full_unstemmed VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry
title_sort VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry
author Andrade,Mariana A. Bologna Soares de
author_facet Andrade,Mariana A. Bologna Soares de
Lederman,Norman G.
Lederman,Judith
author_role author
author2 Lederman,Norman G.
Lederman,Judith
author2_role author
author
dc.contributor.author.fl_str_mv Andrade,Mariana A. Bologna Soares de
Lederman,Norman G.
Lederman,Judith
dc.subject.por.fl_str_mv Scientific inquiry
VASI questionnaire
Inquiry activities
topic Scientific inquiry
VASI questionnaire
Inquiry activities
description Abstract: Science education researchers agree that a better understanding of Scientific Inquiry (SI) is one of the main objectives of Scientific Literacy. Considering the Brazilian scenario in which SI is being implemented as a proposal for science education based on Base Nacional Comum Curricular (BNCC), the aim of this study was to assess the notions of 169 elementary school students regarding SI by administering the VASI questionnaire. This study had a qualitative approach, we categorized the answers in Naïve, Mixed and Informed according to the 8 aspects of SI proposed on the original questionnaire. A low percentage of answers were classified as Mixed or Informed. The results corroborate to the argument that activities that prioritize the doing inquiry do not necessarily lead the students knowing inquiry. We consider that the VASI questionnaire can be applied by teachers now that different curricula based on investigation are been adopted in Brazil.
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=S1516-73132020000100267
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132020000100267
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1516-731320200070
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 Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru.
publisher.none.fl_str_mv Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru.
dc.source.none.fl_str_mv Ciência & Educação (Bauru) v.26 2020
reponame:Ciência & Educação (Bauru. Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Ciência & Educação (Bauru. Online)
collection Ciência & Educação (Bauru. Online)
repository.name.fl_str_mv Ciência & Educação (Bauru. Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv revista@fc.unesp.br||nardi@fc.unesp.br|| fatimab@bauru.unesp.br
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