A concepção sobre a natureza do conhecimento científico de estudantes e professores do ensino médio da região de Santa Maria: influência de um curso baseado na resolução de problemas

Authors

  • João Batista Teixeira Rocha Departamento de Química, Centro de Ciências Naturais e Exatas - CCNE Universidade Federal de Santa Maria - UFSM, Santa Maria, RS.
  • Nilda Vargas Barbosa Departamento de Química, Centro de Ciências Naturais e Exatas - CCNE Universidade Federal de Santa Maria - UFSM, Santa Maria, RS.
  • Maria Rosa Schetinger Departamento de Química, Centro de Ciências Naturais e Exatas - CCNE Universidade Federal de Santa Maria - UFSM, Santa Maria, RS.
  • Maria Ester Pereira Departamento de Química, Centro de Ciências Naturais e Exatas - CCNE Universidade Federal de Santa Maria - UFSM, Santa Maria, RS.

DOI:

https://doi.org/10.5902/2179460X27113

Abstract

Nowadays, science education has been extensively criticized mainly due to the fact that teaching science procedures have not allowed the formation of individuals that use science knowledge to solve problems on their daily lives. The low quality of science education certainly is responsible for the stereotyped view that population has about science and scientist, and also for the inadequate conceptions about the nature of scientific knowledge.
Consequently, the development of methodologies that can enhance the quality of science education are needed. In the present report, the effect of a short course (40 hours) based on the resolution of problems (and that can be classified as apprentice centered) of high-school teachers and students from Santa Maria and surroundings were evaluated. The Nature of Scientific Knowledge Scale (NSKS) was used and this scale is sub-divided in 6 conceptual subscale (amoral, creative, developmental, parsimonious, testable, and unified). The results showed that the experimental courses (muscle contraction, digestion, respiration, and photosynthesis), in which the apprentices are engaged in solving their own problems, improved the students and teachers understanding about the nature of scientific knowledge. The improvement on the test (NSKS) occurred predominantly within the creative subscale, presumably due to the fact that the apprentices had to be creative in order to solve the proposed or generated problems during the course. These results suggest that it would be useful to teachers in service (as well as preservice teachers) to experience problem-based and experimental courses, because a better understanding of the nature of scientific knowledge by science teachers certainly will improve science education, at least with regard to the high-school students understanding.

Downloads

Download data is not yet available.

References

Astolfi, J.P. e Develay, M. (1990). A didática das ciências. Papirus Editora, Campinas, SP. Brasil.

Backer, D.R. (1991). A summary of research in science education -1989. Science Education, 75, 255- 401.

Beltran, N. O. e Ciscato, C. A. M. (1991). Química. Coleção Magistério 2º Grau -Série Formação Geral. Cortez Editora.

Carey, S., Evans, R., Honda, M. Jay, E. & Unger, C. (1989). An experiment is when you try it and see if works: A study of grade 7 students: understanding of the construction of scientific knowledge. International Journal of Science Education, 11, 514-529.

de Meis, L., Machado, R. C. P., Lessa, F. & Rumjanek, V. M. B. D. (1991). Science and industry in developed and developing countries. Ciência e Cultura, 43, 278-283.

de Meis, L., Machado, R. C: P., Lustosa, P., Soares, V. R., Caldeira, M. T. & Fonseca, L. (1993). The stereotyped image of the scientist among students of different countries: Evoking the alchemist? Biochemical Education, 21; 75-81.

Lederman, N. G. (1992). Students: and teachers: conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29 (4),331-359.

Miller, P. E. (1963). A comparison of the abilities of secondary teachers and students of biology to understand science. lowa Academy of Science, 70, 510-513.

Model, H. I. e Michael, J. A.(1993). Promoting active learning in the life science class-room: Defining the issues. Annals of New York Academy of Science, 701.1-7.

Pessoa, O. F., Gevertz, R. & Silva, A.G. (1979). A degradação do conhecimento. Como ensinar ciências. São Paulo. Nacional. Capo 3:49-66.

Rodrigues, P. S. e de Meis, L. (1994). The challenge of science education in developed and developing countries. 20th Century Science beyond the Metropolis. ORSTOM Conference, Paris, September 19-23.

Rodrigues, P. S., Souza, D. O., Rocha, J. B. T. , Fonseca, L. G. , de Meis, L. (1994). Students· and teachers: conception of the nature of science. XXIII Reunião Anual da SBBq, pg 104.

Rubba, P. A. e Andersen, H. O. (1978). Development of an instrument to asses secondary students understanding of the nature of scientific knowledge. Science Education, 62,449-458.

Smith, C. A., Powell, S. C. & Wood, E. J. (1995). Problem-based leaming and problem-solving skills. Biochemical Education, 23. 149-152.

Schimidt, C. A. (1967). Test on understanding science: A comparison among school groups. Joumal of Research in Science Teaching, 5, 365-366.

Volpe, E. P. (1984). The shame of science education. In: Science as a Way of Knowing I -Evolutionary Biology. American Zoologist, 24 (2), 433-442.

Yager, R.G. (1966). Teacher effects upon the outcomes of science instruction. Journal of Research in Science Teaching, 4, 236-242.

Published

2000-12-11

How to Cite

Rocha, J. B. T., Barbosa, N. V., Schetinger, M. R., & Pereira, M. E. (2000). A concepção sobre a natureza do conhecimento científico de estudantes e professores do ensino médio da região de Santa Maria: influência de um curso baseado na resolução de problemas. Ciência E Natura, 22(22), 83–102. https://doi.org/10.5902/2179460X27113