La sección de cartas al editor : un planteamiento científico y social en la didáctica de las ciencias
13 May 2008-Vol. 25, Iss: 2, pp 195-204
TL;DR: In this paper, the importance of "Letters to the Editor" in the building up of scientific knowledge and its application to science teaching is demonstrated, and some classroom work strategies based on the use of "letters to the editor" are proposed to encourage students to develop appropriate ideas on the real construction of science and scientific knowledge.
Abstract: In this article, we have demonstrated the importance of «Letters to the Editor» in the building up of scientific knowledge and its application to Science teaching. The state of the Letters to the Editor section has been analyzed in the sphere of journals published in Spain comprising the following topics: the dissemination of science and technology, the dissemination of culture, and research. We propose some classroom work strategies based on the use of «Letters to the Editor», which are directed towards encouraging students to develop appropriate ideas on the real construction of science and scientific knowledge. Finally, we have revealed the scant presence of a «Letters to the Editor» section in a considerable percentage of the journals consulted.
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TL;DR: In this article, the authors discuss the relationship entre controversialias sociocientifica and literatura didactica, así as si it is possible to use them in the context of escolar education.
Abstract: Las controversias sociocientificas surgen y nos rodean en los temas mas actuales y emergentes de nuestra sociedad: transgenicos, homeopatia, impacto de las telefonias, etc. Por eso creemos importante exponer en que consiste una controversia sociocientifica, estudiar la relacion entre las tematicas de controversias que aparecen en prensa y en la literatura didactica asi como si es posible el uso de estas controversias en el contexto escolar. La imagen consensuada con la que suelen aparecer las noticias cientificas en los medios de comunicacion va a dificultar su utilizacion en el aula. Del analisis documental de la literatura didactica, hemos podido seleccionar actividades que utilizan controversias y que pueden ser usadas como modelo para utilizar las controversias en el aula de ciencias y desarrollar distintas finalidades en el alumnado: alfabetizacion cientifica, pensamiento critico, fomento de la cultura cientifica, etc.
37 citations
TL;DR: In this paper, the authors set out training in scientific competence and specifically the achievement of the scientific literacy through socioscientific issues (SSI), bringing "science in the making" to the class wakening the interest of the students in themes that are related to science and to society.
Abstract: espanolLa desconexion existente entre la ciencia que es llevada a cabo por los cientificos y la ciencia escolar es una realidad que se refleja no solo en diferentes informes sino tambien en el creciente desinteres del alumnado por las cuestiones cientificas. En este articulo nos planteamos la formacion en competencias cientificas y, mas concretamente, la adquisicion de la alfabetizacion cientifica a traves de las cuestiones o controversias sociocientificas (SSI). Las SSI acercan la llamada “ciencia en construccion” a la realidad del aula, despertando el interes del alumnado con temas controvertidos cientifica y socialmente. Estos problemas abiertos nos sirven como contexto para estudiar la ciencia y sobre la ciencia; y constituyen, ademas, una potente herramienta para alcanzar la denominada ciencias para todos y todas, una de las lineas de investigacion mas relevante en la ensenanza de las ciencias en los ultimos anos. EnglishThe science that is making by scientists and scholar science are not related. This lack of connection between the two is reflected in different reports and also in the increasing disinterest of students about the cience subjects. In this paper, we set out training in scientific competence and, specifically, the achievement of the scientific literacy through socioscientific issues (SSI). SSI bring “science in the making” to the class wakening the interest of the students in themes that are related to science and to society. These open problems are a good context to study science and about the science that at the same time they constitute a owerful tool to develop scientific literacy. Furthermore, during the last years, SSI has constituted one of the more innovative lines of research in science education.
2 citations
TL;DR: The Biotechnology Project is an educational project used as a tool to stimulate the pursuit of a scientific career and experience the routine of a researcher as discussed by the authors, which has been used with teenagers at the ages of fifteen and sixteen in a private school in Brazil.
Abstract: This paper was written to share a Brazilian case study related to Science Education. It has been used with teenagers at the ages of fifteen and sixteen in a private school. Since 1998, pupils have been invited to attend a one year extracurricular project in the field of Biotechnology. Biotechnology Project is an educational project used as a tool to stimulate the pursuit of a scientific career and experience the routine of a researcher. Attending this project, teenagers have the opportunity to (1) engage in some contemporary issues in biotechnology including bioethics, (2) manipulate lab materials, (3) develop a number of important skills in order to enhance their capability in teamwork and communication, and (4) get information related to Social Entrepreneurship. Although Science Education is complex, it is essential to have an educational program in school that can measure and/or track the develop programs to foster motivation to follow scientific careers. Science is usually part of the school program. However in Bandeirantes we focus on high quality education bringing the school into line with workplaces where entrepreneurship is practiced with pupils. Science teachers are concerned about the students understanding of real Science. Understanding how students make decisions about their professional choices is key for teachers to find ways to support them more effectively.
1 citations
Journal Article•
TL;DR: In this article, the result of tres anos de direccion de la revista Metode, publicación de divulgacion cientifica de la Universidad de Chile, se exponen.
Abstract: Resumen es: En este articulo se exponen los resultados de tres anos de direccion de la revista «Metode », publicacion de divulgacion cientifica de la Universidad de...
1 citations
01 Jan 2009
TL;DR: The Colegio Bandeirantes, uma escola particular de Sao Paulo-Brasil, desenvolve desde 1998 a projeto interdisciplinar com alunos do Ensino Medio Projeto Biotecnologia.
Abstract: O Colegio Bandeirantes, uma escola particular de Sao Paulo-Brasil, desenvolve desde 1998 um projeto interdisciplinar com alunos do Ensino Medio Projeto Biotecnologia. O projeto e extracurricular e anual . O objetivo principal do projeto e promover, a partir de parceria com a universidade publica, uma educacao cientifica com significativos conhecimentos basico e especifico, tanto teoricos como praticos, em biotecnologia. Utiliza-se tambem o TELEDUC, um espaco virtual com ferramentas de ensino a distância que possibilitam a organizacao das atividades e monitoria de cada participante. A parceria empresa-universidade inclui consultoria e palestras remuneradas, visitas a laboratorios e estagio aos alunos com melhor desempenho. A avaliacao dos alunos e feita com questionarios, entrevistas, analise de textos, apresentacoes orais e prova escrita individual.
References
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TL;DR: In this paper, students' views on scientific knowledge and their own knowing and learning were collected from 42 students in three sections of an introductory physics course, and the results revealed a spectrum of epistemological commitments commensurable with positions from objectivism to relativism.
Abstract: Classrooms are complex environments in which curriculum, students, and teachers interact. In recent years a number of studies have investigated the effect of teachers' epistemologies on the classroom environment, yet little is known about students' epistemologies and how these interact with those of teachers. The purpose of this study was to document students' epistemologies and their concurrent views about knowing and learning. Using a written essay, short-answer responses to statements, a preferred classroom environment inventory, and interviews, students' views on scientific knowledge and their own knowing and learning were collected from 42 students in three sections of an introductory physics course. Our rather broad, qualitative inquiry provides a dynamic view of students' understanding of knowing and learning in high school physics. Our analyses reveal a spectrum of epistemological commitments commensurable with positions from objectivism to relativism, most of them with experientialist coloring. Even within individuals, these commitments could be at once commensurable and incommensurable with the same epistemological position. We also find rather significant inter- and intra-individual differences with respect to the consequences of a specific epistemological stance to learning, the learning strategies employed, and the learning environment preferred. Students' views on knowing and learning in physics are presented in the form of an emergent theory. The findings are discussed in terms of their application to classroom environments.
305 citations
13 Jan 2002
TL;DR: In el nivel universitario, apenas proporciona ocasion a los estudiantes de familiarizarse con las estrategias caracteristicas del trabajo cientifico.
Abstract: Numerosas investigaciones han mostrado que la ensenanza de las ciencias, incluso en el nivel universitario, apenas proporciona ocasion a los estudiantes de familiarizarse con las estrategias caracteristicas del trabajo cientifico. Como consecuencia de ello las concepciones de los estudiantes, e incluso de los mismos profesores, acerca de la naturaleza de la ciencia no difieren de la visiones ingenuas adquiridas por impregnacion social. En este trabajo se argumenta la importancia de estas visiones deformadas como uno de los principales obstaculos para la renovacion de la ensenanza de las ciencias y se analiza la atencion concedida por la investigacion didactica al conjunto de deformaciones y reduccionismos.
221 citations
"La sección de cartas al editor : un..." refers background in this paper
...…procesos de construcción y justifi - cación del conocimiento científi co. Algunos autores destacan el problema didáctico que suponen las visiones ingenuas del alumnado y de los profesores, incluso en la universidad, sobre la práctica y estrategias del trabajo científi co (Fernández et al., 2002)....
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...Algunos investigadores de didáctica de las ciencias señalan que la exaltación simplista de la ciencia como factor absoluto de progreso es una de las visiones simplistas de la ciencia que transmiten los profesores (Fernández et al., 2002)....
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Book•
01 Jan 1996
168 citations