Visualization in Science education a perspective for the integration of experimental activities

Detalhes bibliográficos
Autor(a) principal: Cardoso, Helen Clemes
Data de Publicação: 2021
Outros Autores: Silva, Tatiana da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/11981
Resumo: Science teaching is directly associated with involving students in activities that help them to understand abstract scientific models, making visual experiences fundamental in the teaching-learning process. In this perspective, visualization in science education presents a theoretical approach that seeks to understand the cognitive processes involved in activities that seek to favor these experiences, through visualization objects (such as graphs, tables, schematic diagrams). Among these visual experiences, we can consider the experimental activities, widespread in science teaching, developed in the concrete world and/or through digital technologies. Recent research (around the 2000s) has presented the scenario of integration of real experimental activities (concrete world) and virtual activities (digital technologies), in view of its use in isolated configurations. The comparative learning results have shown a promising scenario regarding the integration of these activities. Thus, the objective of this research was to analyze these results based on the visualization, through the visualization objects offered in the research activities. The results found confirmed our hypothesis that integration becomes more favorable to teaching, as it offers different visualization objects that become complementary. This scenario does not happen when using only one modality of experimental activity.
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spelling Visualization in Science education a perspective for the integration of experimental activitiesVisualización en la enseñanza de las Ciencias una perspectiva para la integración de actividades experimentalesVisualização no ensino de Ciências uma perspectiva para a integração de atividades experimentaisVisualization in science educationVisualization objectsIntegration of experimental activitiesTeaching.Visualización en la enseñanza de las cienciasObjetos de visualizaciónIntegración de actividades experimentalesEnsenãnza.Visualização no ensino de ciênciasObjetos de visualizaçãoIntegração de atividades experimentaisEnsino. Science teaching is directly associated with involving students in activities that help them to understand abstract scientific models, making visual experiences fundamental in the teaching-learning process. In this perspective, visualization in science education presents a theoretical approach that seeks to understand the cognitive processes involved in activities that seek to favor these experiences, through visualization objects (such as graphs, tables, schematic diagrams). Among these visual experiences, we can consider the experimental activities, widespread in science teaching, developed in the concrete world and/or through digital technologies. Recent research (around the 2000s) has presented the scenario of integration of real experimental activities (concrete world) and virtual activities (digital technologies), in view of its use in isolated configurations. The comparative learning results have shown a promising scenario regarding the integration of these activities. Thus, the objective of this research was to analyze these results based on the visualization, through the visualization objects offered in the research activities. The results found confirmed our hypothesis that integration becomes more favorable to teaching, as it offers different visualization objects that become complementary. This scenario does not happen when using only one modality of experimental activity.La enseñanza de la ciencia está directamente asociada a involucrar a los estudiantes en actividades que les ayuden a comprender modelos científicos abstractos, haciendo de las experiencias visuales fundamentales en el proceso de enseñanza-aprendizaje. En esta perspectiva, la visualización en la educación científica presenta un abordaje teórico que busca comprender los procesos cognitivos involucrados en actividades que buscan favorecer estas experiencias, a través de objetos de visualización (como gráficos, tablas, diagramas esquemáticos). Entre estas experiencias visuales, podemos considerar las actividades experimentales, muy extendidas en la enseñanza de las ciencias, desarrolladas en el mundo concreto y/o mediante tecnologías digitales. Investigaciones recientes (alrededor de la década de 2000) han presentado el escenario de integración de actividades experimentales reales (mundo concreto) y actividades virtuales (tecnologías digitales), en vista de su uso en configuraciones aisladas. Los resultados de aprendizaje comparativo han mostrado un escenario prometedor en cuanto a la integración de estas actividades. Así, el objetivo de esta investigación fue analizar estos resultados a partir de la visualización, a través de los objetos de visualización ofrecidos en las actividades de investigación. Los resultados encontrados confirmaron nuestra hipótesis de que la integración se vuelve más favorable a la enseñanza, ya que ofrece diferentes objetos de visualización que se complementan. Este escenario no ocurre cuando se usa solo una modalidad de actividad experimental.Ensinar ciências está diretamente associado a envolver os estudantes em atividades que os auxiliem a compreender modelos científicos abstratos, o que torna as experiências visuais fundamentais no processo de ensino-aprendizagem. Nessa perspectiva, a visualização no ensino de ciências apresenta uma abordagem teórica que busca idealizar os processos cognitivos, envolvidos em atividades que buscam favorecer essas experiências por meio dos objetos de visualização (como, por exemplo, gráficos, tabelas, diagramas esquemáticos). Entre estas experiências visuais podemos considerar as atividades experimentais, bastante difundidas no ensino de ciências, desenvolvidas no mundo concreto e/ou por meio das tecnologias digitais. Pesquisas recentes (por volta dos anos 2000) têm apresentado o contexto de integração de atividades experimentais reais (mundo concreto) e virtuais (tecnologias digitais), frente ao seu uso em configurações isoladas. Os resultados de aprendizagem comparativos têm evidenciado um cenário promissor com relação à integração dessas atividades. Deste modo o objetivo deste estudo foi analisar esses resultados com base na visualização, por meio dos objetos de visualização oferecidos nas atividades das pesquisas. Os resultados encontrados confirmaram nossa hipótese de que a integração se torna mais favorável ao ensino, pois oferece diferentes objetos de visualização que se tornam complementares. Cenário este que não acontece ao usarmos apenas uma modalidade de atividade experimental.Research, Society and Development2021-01-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1198110.33448/rsd-v10i1.11981Research, Society and Development; Vol. 10 No. 1; e49510111981Research, Society and Development; Vol. 10 Núm. 1; e49510111981Research, Society and Development; v. 10 n. 1; e495101119812525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/11981/10776Copyright (c) 2021 Helen Clemes Cardoso; Tatiana da Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCardoso, Helen Clemes Silva, Tatiana da 2021-02-20T21:19:23Zoai:ojs.pkp.sfu.ca:article/11981Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:33:40.594776Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Visualization in Science education a perspective for the integration of experimental activities
Visualización en la enseñanza de las Ciencias una perspectiva para la integración de actividades experimentales
Visualização no ensino de Ciências uma perspectiva para a integração de atividades experimentais
title Visualization in Science education a perspective for the integration of experimental activities
spellingShingle Visualization in Science education a perspective for the integration of experimental activities
Cardoso, Helen Clemes
Visualization in science education
Visualization objects
Integration of experimental activities
Teaching.
Visualización en la enseñanza de las ciencias
Objetos de visualización
Integración de actividades experimentales
Ensenãnza.
Visualização no ensino de ciências
Objetos de visualização
Integração de atividades experimentais
Ensino.
title_short Visualization in Science education a perspective for the integration of experimental activities
title_full Visualization in Science education a perspective for the integration of experimental activities
title_fullStr Visualization in Science education a perspective for the integration of experimental activities
title_full_unstemmed Visualization in Science education a perspective for the integration of experimental activities
title_sort Visualization in Science education a perspective for the integration of experimental activities
author Cardoso, Helen Clemes
author_facet Cardoso, Helen Clemes
Silva, Tatiana da
author_role author
author2 Silva, Tatiana da
author2_role author
dc.contributor.author.fl_str_mv Cardoso, Helen Clemes
Silva, Tatiana da
dc.subject.por.fl_str_mv Visualization in science education
Visualization objects
Integration of experimental activities
Teaching.
Visualización en la enseñanza de las ciencias
Objetos de visualización
Integración de actividades experimentales
Ensenãnza.
Visualização no ensino de ciências
Objetos de visualização
Integração de atividades experimentais
Ensino.
topic Visualization in science education
Visualization objects
Integration of experimental activities
Teaching.
Visualización en la enseñanza de las ciencias
Objetos de visualización
Integración de actividades experimentales
Ensenãnza.
Visualização no ensino de ciências
Objetos de visualização
Integração de atividades experimentais
Ensino.
description Science teaching is directly associated with involving students in activities that help them to understand abstract scientific models, making visual experiences fundamental in the teaching-learning process. In this perspective, visualization in science education presents a theoretical approach that seeks to understand the cognitive processes involved in activities that seek to favor these experiences, through visualization objects (such as graphs, tables, schematic diagrams). Among these visual experiences, we can consider the experimental activities, widespread in science teaching, developed in the concrete world and/or through digital technologies. Recent research (around the 2000s) has presented the scenario of integration of real experimental activities (concrete world) and virtual activities (digital technologies), in view of its use in isolated configurations. The comparative learning results have shown a promising scenario regarding the integration of these activities. Thus, the objective of this research was to analyze these results based on the visualization, through the visualization objects offered in the research activities. The results found confirmed our hypothesis that integration becomes more favorable to teaching, as it offers different visualization objects that become complementary. This scenario does not happen when using only one modality of experimental activity.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-25
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/11981
10.33448/rsd-v10i1.11981
url https://rsdjournal.org/index.php/rsd/article/view/11981
identifier_str_mv 10.33448/rsd-v10i1.11981
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/11981/10776
dc.rights.driver.fl_str_mv Copyright (c) 2021 Helen Clemes Cardoso; Tatiana da Silva
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Helen Clemes Cardoso; Tatiana da Silva
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. 10 No. 1; e49510111981
Research, Society and Development; Vol. 10 Núm. 1; e49510111981
Research, Society and Development; v. 10 n. 1; e49510111981
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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