METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.14483/23464712.14324 http://hdl.handle.net/11449/196814 |
Resumo: | We studied the use of methodological pluralism in physics classes for the improvement of secondary school students' scientific argumentation, in the heartland of Sao Paulo state. The research was carried out during a semester of work, using various teaching methodologies: experimental and demonstration activities, as well as activities using information and communication technologies and projects as problem-solving strategies. The argumentations developed were collected through interviews in focus groups and also through the presentation of projects. We analysed the arguments according to the elements of the superstructure proposed in the Toulmin pattern. The data analysis revealed evidence of an evolution in the argumentation quality of the students, who initially demonstrated few characteristic elements of the Toulmin pattern but, throughout the process, integrated aspects of a higher argumentative level. Therefore, we showed that the use of methodological pluralism in the classroom contributes to the development of scientific argumentation throughout the teaching and learning process of physics. |
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Repositório Institucional da UNESP |
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METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHINGTeaching and trainingLanguage sciencesPhysics teachingWe studied the use of methodological pluralism in physics classes for the improvement of secondary school students' scientific argumentation, in the heartland of Sao Paulo state. The research was carried out during a semester of work, using various teaching methodologies: experimental and demonstration activities, as well as activities using information and communication technologies and projects as problem-solving strategies. The argumentations developed were collected through interviews in focus groups and also through the presentation of projects. We analysed the arguments according to the elements of the superstructure proposed in the Toulmin pattern. The data analysis revealed evidence of an evolution in the argumentation quality of the students, who initially demonstrated few characteristic elements of the Toulmin pattern but, throughout the process, integrated aspects of a higher argumentative level. Therefore, we showed that the use of methodological pluralism in the classroom contributes to the development of scientific argumentation throughout the teaching and learning process of physics.Univ Estadual Paulista ESP, Fac Ciencias, Educ Ciencia, Campus Bauru, Sao Paulo, BrazilUniv Estadual Paulista, Dept Fis & Quim, Programa Posgrad Educ Ciencia UNESP, Campus Bauru, Sao Paulo, BrazilUniv Estadual Paulista, Programa Posgrad Educ Ciencia UNESP, Sao Paulo, BrazilUniv Estadual Paulista ESP, Fac Ciencias, Educ Ciencia, Campus Bauru, Sao Paulo, BrazilUniv Estadual Paulista, Dept Fis & Quim, Programa Posgrad Educ Ciencia UNESP, Campus Bauru, Sao Paulo, BrazilUniv Estadual Paulista, Programa Posgrad Educ Ciencia UNESP, Sao Paulo, BrazilUniv Francisco Jose Caldas, Fac Science & EducationUniversidade Estadual Paulista (Unesp)Martins Galvao, Idmaura Calderaro [UNESP]Castro Monteiro, Isabel Cristina de [UNESP]Alvarenga Monteiro, Marco Aurelio [UNESP]2020-12-10T19:57:02Z2020-12-10T19:57:02Z2020-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article135-151http://dx.doi.org/10.14483/23464712.14324Gondola-ensenanza Y Aprendizaje De Las Ciencias. Bogota: Univ Francisco Jose Caldas, Fac Science & Education, v. 15, n. 1, p. 135-151, 2020.2346-4712http://hdl.handle.net/11449/19681410.14483/23464712.14324WOS:000528220700010Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporGondola-ensenanza Y Aprendizaje De Las Cienciasinfo:eu-repo/semantics/openAccess2024-04-29T18:17:13Zoai:repositorio.unesp.br:11449/196814Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-04-29T18:17:13Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING |
title |
METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING |
spellingShingle |
METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING Martins Galvao, Idmaura Calderaro [UNESP] Teaching and training Language sciences Physics teaching |
title_short |
METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING |
title_full |
METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING |
title_fullStr |
METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING |
title_full_unstemmed |
METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING |
title_sort |
METHODOLOGICAL PLURALISM AND THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN PHYSICS TEACHING |
author |
Martins Galvao, Idmaura Calderaro [UNESP] |
author_facet |
Martins Galvao, Idmaura Calderaro [UNESP] Castro Monteiro, Isabel Cristina de [UNESP] Alvarenga Monteiro, Marco Aurelio [UNESP] |
author_role |
author |
author2 |
Castro Monteiro, Isabel Cristina de [UNESP] Alvarenga Monteiro, Marco Aurelio [UNESP] |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Martins Galvao, Idmaura Calderaro [UNESP] Castro Monteiro, Isabel Cristina de [UNESP] Alvarenga Monteiro, Marco Aurelio [UNESP] |
dc.subject.por.fl_str_mv |
Teaching and training Language sciences Physics teaching |
topic |
Teaching and training Language sciences Physics teaching |
description |
We studied the use of methodological pluralism in physics classes for the improvement of secondary school students' scientific argumentation, in the heartland of Sao Paulo state. The research was carried out during a semester of work, using various teaching methodologies: experimental and demonstration activities, as well as activities using information and communication technologies and projects as problem-solving strategies. The argumentations developed were collected through interviews in focus groups and also through the presentation of projects. We analysed the arguments according to the elements of the superstructure proposed in the Toulmin pattern. The data analysis revealed evidence of an evolution in the argumentation quality of the students, who initially demonstrated few characteristic elements of the Toulmin pattern but, throughout the process, integrated aspects of a higher argumentative level. Therefore, we showed that the use of methodological pluralism in the classroom contributes to the development of scientific argumentation throughout the teaching and learning process of physics. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-10T19:57:02Z 2020-12-10T19:57:02Z 2020-01-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.14483/23464712.14324 Gondola-ensenanza Y Aprendizaje De Las Ciencias. Bogota: Univ Francisco Jose Caldas, Fac Science & Education, v. 15, n. 1, p. 135-151, 2020. 2346-4712 http://hdl.handle.net/11449/196814 10.14483/23464712.14324 WOS:000528220700010 |
url |
http://dx.doi.org/10.14483/23464712.14324 http://hdl.handle.net/11449/196814 |
identifier_str_mv |
Gondola-ensenanza Y Aprendizaje De Las Ciencias. Bogota: Univ Francisco Jose Caldas, Fac Science & Education, v. 15, n. 1, p. 135-151, 2020. 2346-4712 10.14483/23464712.14324 WOS:000528220700010 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Gondola-ensenanza Y Aprendizaje De Las Ciencias |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
135-151 |
dc.publisher.none.fl_str_mv |
Univ Francisco Jose Caldas, Fac Science & Education |
publisher.none.fl_str_mv |
Univ Francisco Jose Caldas, Fac Science & Education |
dc.source.none.fl_str_mv |
Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1803650155565547520 |