Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/35785 |
Resumo: | This research aimed to promote Scientific Literacy (CA) from investigative activities on Chemical Reactions for high school students in the subject of Chemistry, enabling the verification of how the SEI will reach the students during the learning process. Thus, providing the argumentation of chemical concepts, thus being able to identify and analyze the scientific arguments of students through SEI and relate them to CA. A didactic sequence that approaches the investigative methodology aims for the student to be the center of the learning process, thus developing a more critical being that can question and reflect on certain situations, identifying facts and not only accepting them. From these developed abilities arguments are obtained, which will present how the subject thinks about the proposed fact, what his ideas and solutions about this situation are. With this in mind, an SEI was applied to 12 students in a workshop consisting of 5 meetings made up of two investigations with the objective of identifying the development of the students' argumentation. Then, recordings and interviews were used as collection tools for later content analysis. The arguments collected have characteristics that are based on components present in one or more categories, such as, for example, the category "Deduction". Thus, this analysis enabled the understanding of the construction of arguments and the identification of CA indicators. Therefore, the results expose how an SEI can influence the students' arguments and collaborate towards CA, thus reaching the objectives of Basic Education. |
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Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific LiteracyMetodología de investigación en el aprendizaje de conceptos químicos: desarrollo de la argumentación y la Alfabetización CientíficaMetodologia investigativa na aprendizagem de conceitos químicos: desenvolvendo argumentação e a Alfabetização Científica Ensino InvestigativoArgumentaçãoAlfabetização científica.Educación investigadoraArgumentaciónAlfabetización científica. Investigative TeachingArgumentationScientific literacy.This research aimed to promote Scientific Literacy (CA) from investigative activities on Chemical Reactions for high school students in the subject of Chemistry, enabling the verification of how the SEI will reach the students during the learning process. Thus, providing the argumentation of chemical concepts, thus being able to identify and analyze the scientific arguments of students through SEI and relate them to CA. A didactic sequence that approaches the investigative methodology aims for the student to be the center of the learning process, thus developing a more critical being that can question and reflect on certain situations, identifying facts and not only accepting them. From these developed abilities arguments are obtained, which will present how the subject thinks about the proposed fact, what his ideas and solutions about this situation are. With this in mind, an SEI was applied to 12 students in a workshop consisting of 5 meetings made up of two investigations with the objective of identifying the development of the students' argumentation. Then, recordings and interviews were used as collection tools for later content analysis. The arguments collected have characteristics that are based on components present in one or more categories, such as, for example, the category "Deduction". Thus, this analysis enabled the understanding of the construction of arguments and the identification of CA indicators. Therefore, the results expose how an SEI can influence the students' arguments and collaborate towards CA, thus reaching the objectives of Basic Education.Esta investigación tuvo como objetivo promover la Alfabetización Científica (AC) a partir de actividades de investigación sobre Reacciones Químicas para estudiantes de secundaria en la disciplina de Química, permitiendo verificar cómo el SEI llegará a los estudiantes durante el proceso de aprendizaje. De este modo, se proporciona la argumentación de los conceptos químicos, pudiendo así identificar y analizar los argumentos científicos de los estudiantes a través de SEI y relacionarlos con el AC. Una secuencia didáctica que aborda la metodología investigativa busca que el alumno sea el centro del proceso de aprendizaje, desarrollando así un ser más crítico que pueda cuestionar y reflexionar sobre determinadas situaciones, identificando hechos y no sólo aceptándolos. A partir de estas habilidades desarrolladas se obtienen argumentos que presentarán cómo piensa el sujeto sobre el hecho propuesto, cuáles son sus ideas y soluciones sobre esa situación. En vista de ello, se realizó la aplicación de un SEI para 12 estudiantes, que se llevó a cabo en un taller compuesto por 5 encuentros constituidos por dos investigaciones con el objetivo de identificar el desarrollo de la argumentación de los estudiantes. A continuación, se utilizaron las grabaciones y las entrevistas como instrumentos de recogida para el posterior análisis de contenido. Los argumentos recogidos tienen características que parten de componentes presentes en una o varias categorías, como la categoría "Deducción". Así, este análisis permitió comprender la construcción de los argumentos y la identificación de los indicadores de AC. Por lo tanto, los resultados exponen cómo un SEI puede influir en las argumentaciones de los alumnos y colaborar al AC, logrando entonces los objetivos de la Educación Básica.Esta pesquisa objetivou-se promover a Alfabetização Científica (AC) a partir de atividades investigativas sobre Reações Químicas para estudantes do Ensino Médio na disciplina de Química, possibilitando a verificação de como a SEI atingirá os alunos durante o processo de aprendizagem. Logo, proporcionando a argumentação dos conceitos químicos, assim podendo identificar e analisar as argumentações científicas dos estudantes através da SEI e as relacionar a AC. Uma sequência didática que aborda a metodologia investigativa almeja que o aluno seja o centro do processo de aprendizagem, assim desenvolvendo um ser mais crítico que possa questionar e refletir diante a determinadas situações, identificando fatos e não somente os aceitando. A partir dessas habilidades desenvolvidas obtêm-se os argumentos, eles irão apresentar como o sujeito pensa sobre o fato proposto, quais suas ideias e soluções sobre essa situação. Mediante a isto, houve a aplicação de uma SEI para 12 alunos, que se deu em uma oficina composta por 5 encontros constituídos por duas investigações com o objetivo de identificar o desenvolvimento da argumentação dos educandos. Logo, usou-se de gravações e entrevistas como instrumentos de coleta para posteriormente ser realizada uma Análise de Conteúdo. Os argumentos coletados possuem características que partem de componentes presentes em uma ou mais categorias, como, por exemplo a categoria “Dedução”. Assim, essa análise possibilitou a compreensão da construção dos argumentos e a identificação dos indicadores de AC. Portanto, os resultados expõem como uma SEI pode influenciar nas argumentações dos educandos e colaborar para a AC, alcançando então objetivos da Educação Básica.Research, Society and Development2022-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3578510.33448/rsd-v11i13.35785Research, Society and Development; Vol. 11 No. 13; e374111335785Research, Society and Development; Vol. 11 Núm. 13; e374111335785Research, Society and Development; v. 11 n. 13; e3741113357852525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/35785/29801Copyright (c) 2022 Tayná Dhayanne Correia de Oliveira; Ettore Paredes Antuneshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Tayná Dhayanne Correia de Antunes, Ettore Paredes 2022-10-17T13:43:46Zoai:ojs.pkp.sfu.ca:article/35785Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:50:34.288800Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy Metodología de investigación en el aprendizaje de conceptos químicos: desarrollo de la argumentación y la Alfabetización Científica Metodologia investigativa na aprendizagem de conceitos químicos: desenvolvendo argumentação e a Alfabetização Científica |
title |
Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy |
spellingShingle |
Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy Oliveira, Tayná Dhayanne Correia de Ensino Investigativo Argumentação Alfabetização científica. Educación investigadora Argumentación Alfabetización científica. Investigative Teaching Argumentation Scientific literacy. |
title_short |
Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy |
title_full |
Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy |
title_fullStr |
Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy |
title_full_unstemmed |
Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy |
title_sort |
Investigative methodology in the learning of chemical concepts: developing argumentation and Scientific Literacy |
author |
Oliveira, Tayná Dhayanne Correia de |
author_facet |
Oliveira, Tayná Dhayanne Correia de Antunes, Ettore Paredes |
author_role |
author |
author2 |
Antunes, Ettore Paredes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Tayná Dhayanne Correia de Antunes, Ettore Paredes |
dc.subject.por.fl_str_mv |
Ensino Investigativo Argumentação Alfabetização científica. Educación investigadora Argumentación Alfabetización científica. Investigative Teaching Argumentation Scientific literacy. |
topic |
Ensino Investigativo Argumentação Alfabetização científica. Educación investigadora Argumentación Alfabetización científica. Investigative Teaching Argumentation Scientific literacy. |
description |
This research aimed to promote Scientific Literacy (CA) from investigative activities on Chemical Reactions for high school students in the subject of Chemistry, enabling the verification of how the SEI will reach the students during the learning process. Thus, providing the argumentation of chemical concepts, thus being able to identify and analyze the scientific arguments of students through SEI and relate them to CA. A didactic sequence that approaches the investigative methodology aims for the student to be the center of the learning process, thus developing a more critical being that can question and reflect on certain situations, identifying facts and not only accepting them. From these developed abilities arguments are obtained, which will present how the subject thinks about the proposed fact, what his ideas and solutions about this situation are. With this in mind, an SEI was applied to 12 students in a workshop consisting of 5 meetings made up of two investigations with the objective of identifying the development of the students' argumentation. Then, recordings and interviews were used as collection tools for later content analysis. The arguments collected have characteristics that are based on components present in one or more categories, such as, for example, the category "Deduction". Thus, this analysis enabled the understanding of the construction of arguments and the identification of CA indicators. Therefore, the results expose how an SEI can influence the students' arguments and collaborate towards CA, thus reaching the objectives of Basic Education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-09 |
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://rsdjournal.org/index.php/rsd/article/view/35785 10.33448/rsd-v11i13.35785 |
url |
https://rsdjournal.org/index.php/rsd/article/view/35785 |
identifier_str_mv |
10.33448/rsd-v11i13.35785 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/35785/29801 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Tayná Dhayanne Correia de Oliveira; Ettore Paredes Antunes https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Tayná Dhayanne Correia de Oliveira; Ettore Paredes Antunes https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 13; e374111335785 Research, Society and Development; Vol. 11 Núm. 13; e374111335785 Research, Society and Development; v. 11 n. 13; e374111335785 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052772849287168 |