UNCOVERING THE ORIGINS OF MENTAL IMAGES ABOUT THE CONCEPT OF LIGHT: THE DIFFERENCE BETWEEN NOVICE AND EXPERT MEDIATION LEVELS PROFILE
DOI:
https://doi.org/10.22600/1518-8795.ienci2024v29n1p92Palavras-chave:
Physics Spectroscopy, Physics Teaching, Cognitive Networks Mediation Theory, Mediation Level ProfileResumo
This study investigates the mental imagery formed by two Physics undergraduates following their interaction with a mobile application analyzing emission and absorption light spectra. The tool, an instance of extracerebral cognitive processing, served to illuminate the internal cognitive mechanisms the students employed to understand novel knowledge. Guided by the Cognitive Networks Mediation Theory (CNMT), which underscores the significance of external tools in facilitating cognition, and drawing upon Bachelard's Epistemological Profile and Mortimer's Conceptual Profile, a novel 'Mediation Level' Profile is proposed. This profile represents the preferred type of mediation each student employed to elucidate their observations and understandings. The research utilized the Report Aloud Protocol to analyze students' verbal and gestural communications, revealing a complex pattern of various mental images developed through interaction with external objects via different levels of mediation. Notably, the psychophysical and hypercultural mediation levels stood out among the students. The implications of these findings for Physics education and future research directions are discussed, underscoring the utility of mobile applications as a supplementary tool in laboratory settings and the complexity of mental imagery in understanding physical phenomena.Referências
Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification. European Journal of Education and Pedagogy, 4(1), 84-92. https://doi.org/10.24018/ejedu.2023.4.1.551
Aykutlu, I., Ensari, Ö., & Bayrak, C. (2022). Prospective teachers’ conceptual understanding of the polarization of light. European Journal of Physics, 44(1), 015701. https://doi.org/10.1088/1361-6404/ac93cc
Bachelard, G. (1985). El compromiso racionalista. Tucumán, Argentina: Siglo XXI.
Bachelard, G. (1966). La philosophie du non. Paris, France: Presses universitaires de France.
Bachelard, G., & Pessanha, J. A. M. (1979). “A filosofia do não: O novo espírito científico: A poética do espaço”. São Paulo, SP: Abril Cultural.
Clement, J. (2019). Imagistic simulation and physical intuition in expert problem solving. In Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society: Atlanta, Georgia, 1994 (p. 201). Routledge. Retrieved from https://people.umass.edu/~clement/pdf/imagistic_simulation.pdf
Clement, J. J. (2020). Reasoning Patterns in Galileo’s Analysis of Machines and in Expert Protocols: Roles for Analogy, Imagery, and Mental Simulation. Topoi, 39, 973-985. https://doi.org/10.1007/s11245-018-9545-5
Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive science, 5(2), 121-152. https://doi.org/10.1207/s15516709cog0502_2
Coelho, G. R., & Borges, O. (2010). The understanding of the students about the nature of light in recursive curriculum. Caderno Brasileiro de Ensino de Física, 27(1), 63-87. https://doi.org/10.5007/2175-7941.2010v27n1p63
Colin, P., & Viennot, L. (2001). Using two models in optics: Students' difficulties and suggestions for teaching. American Journal of Physics, 69, S36-S44. https://doi.org/10.1119/1.1371256
Doğru, M. S., & Kurnaz, M. A. (2023). Students’ contextualizing knowledge on the mirage incident, reflection and refraction: a case study. Physics Education, 58(6), 065004. https://doi.org/10.1088/1361-6552/ace874
Freitas, S. A. (2019). Use of different external mediating mechanisms of the Bohr atom model: Evidence of Meaningful Learning through verbal-gestural analysis in elementary school students. Acta Scientiae, 21(4), 133-148. https://doi.org/10.17648/acta.scientiae.v21iss4id5253
Grasse, E. K., Torcasio, M. H., & Smith, A. W. (2016). Teaching UV–Vis spectroscopy with a 3D-printable smartphone spectrophotometer. Journal of Chemical Education, 93(1), 146-151. https://doi.org/10.1021/acs.jchemed.5b00654
Ivanjek, L., Shaffer, P. S., McDermott, L. C., Planinic, M., & Veza, D. (2015). Research as a guide for curriculum development: An example from introductory spectroscopy. I. Identifying student difficulties with atomic emission spectra. American Journal of Physics, 83(1), 85-90. https://doi.org/10.1119/1.4901977
Kesonen, M. H. P., Asikainen, M. A., & Hirvonen, P. E. (2017). Light Source Matters–Students’ Explanations about the Behavior of Light When Different Light Sources are used in Task Assignments of Optics. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2777-2803. https://doi.org/10.12973/eurasia.2017.01253a
Malisorn, K., Wicharn, S., Plaipichit, S., Pipatpanukul, C., Houngkamhang, N., & Puttharugsa, C. (2019). Demonstration of light absorption and light scattering using smartphones. Physics Education, 55(1), 015012. https://doi.org/10.1088/1361-6552/ab51ea
Maurines, L. (2009). Geometrical Reasoning in Wave Situations: The case of light diffraction and coherent illumination optical imaging. International Journal of Science Education, 32, 1-32. https://doi.org/10.1080/09500690903271389
Meggiolaro, G. P. (2019). An investigation between external mediation mechanisms and electrostatic problem situations, in a general physics discipline at the university level. (Uma investigação entre os mecanismos externos de mediação e situações-problema de eletrostática, em uma disciplina de física geral em nível universitário). (Tese de doutorado), Universidade Luterana do Brasil – Programa de Pós- Graduação em Ensino de Ciências e Matemática, Canoas, Rio Grande do Sul, Brasil. Retrieved from http://www.ppgecim.ulbra.br/teses/index.php/ppgecim/article/view/341/336
Métioui, A. (2023). Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun. Education Sciences, 13(5), 462. https://doi.org/10.3390/educsci13050462
Monaghan, J. M., & Clement, J. (1999). Use of a computer simulation to develop mental simulations for understanding relative motion concepts. International Journal of Science Education, 21(9), 921-944. https://doi.org/10.1080/095006999290237
Mortimer, E. F. (1995). Conceptual change or conceptual profile change? Science & Education, 4(3), 267-285. https://doi.org/10.1007/BF00486624
Mortimer, E. F. (2000). Linguagem e formação de conceitos no ensino de ciências. Belo Horizonte, MG: UFMG.
Nersessian, N. J. (1995). Should physicists preach what they practice? Constructive modeling in doing and learning physics. Science & Education, 4, 203-226. https://doi.org/10.1007/BF00486621
Özcan, Ö. (2015). Investigating students’ mental models about the nature of light in different contexts. European Journal of Physics, 36(6), 065042. https://doi.org/10.1088/0143-0807/36/6/065042
Puspitaningtyas, E., Putri, E. F. N., Umrotul, U., & Sutopo, S. (2021). Analysis of high school student’s concept mastery in light wave using structured inquiry learning assisted by a virtual laboratory. Revista Mexicana de Física, 18(1 Jan-Jun), 10-22. https://doi.org/10.31349/RevMexFisE.18.10
Sengören, S. K. (2010). How do Turkish high school graduates use the wave theory of light explain optics phenomena? Physics Education, 45, 253-263. https://doi.org/10.1088/0031-9120/45/3/005
Silva, L. P. C., Da Via, C., Freitas, A. M., & Santiago, A. J. (2014). Use of the power Led in Optics laboratories. Caderno Brasileiro de Ensino de Física, 31(1), 60-77. https://doi.org/10.5007/2175-7941.2014v31n1p60
Souza, B. C. (2004). The Cognitive Mediation Theory: The cognitive impacts of the Hyperculture and of the Digital Mediation. Tese de doutorado, Curso de Psicologia, Universidade Federal de Pernambuco, Recife, Brasil. Retrieved from https://www.researchgate.net/profile/Bruno-Campello-De-Souza/publication/267232585_A_Teoria_da_Mediacao_Cognitiva_Os_impactos_cognitivos_da_Hipercultura_e_da_Mediacao_Digital/links/545feb750cf295b56161caf6/A-Teoria-da-Mediacao-Cognitiva-Os-impactos-cognitivos-da-Hipercultura-e-da-Mediacao-Digital.pdf
Souza, B. C., Da Silva, A. S., Da Silva, A. M., Roazzi, A., & Carrilho, S. L. (2012). Putting the Cognitive Mediation Networks Theory to the test: Evaluation of a framework for understanding the digital age. Computers in Human Behavior, 28(6), 2320-2330. https://doi.org/10.1016/j.chb.2012.07.002
Stephen, A. L., & Clement, J. J. (2010). Documenting the use of expert scientific reasoning processes by high school physics students. Physical Review Special Topics-Physics Education Research, 6(2), 020122. https://doi.org/10.1103/PhysRevSTPER.6.020122
Stephen, A. L., & Clement, J. J. (2012). The role of thought experiments in science and science learning. In Second international handbook of science education (pp. 157-175). Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_13
Tao, P.-K., & Gunstone, R. F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36( 7), 859-882. https://doi.org/10.1002/(SICI)1098-2736(199909)36:7<859::AID-TEA7>3.0.CO;2-J
Trevisan, R., & Serrano, A. (2016). Uma construção do Perfil Epistemológico de licenciandos em Física acerca da dualidade onda-partícula em Mecânica Quântica, após o uso de bancadas virtuais: um estudo a partir do discurso gestual e verbal. RENOTE, 14(1). https://doi.org/10.22456/1679-1916.67375
Trevisan, R. (2018). Investigating the Drivers and Mental Representations of the Private Interpretations of Students of Quantum Mechanics. Acta Scientiae, 20(4). https://doi.org/10.17648/acta.scientiae.v20iss4id4670
Trevisan, R., Serrano, A., Wolff, J., & Ramos, A. (2019). Peeking into students’ mental imagery: The Report Aloud technique in Science Education research. Ciência & Educação (Bauru), 25(3), 647-664. https://doi.org/10.1590/1516-731320190030004
Tumanggor, A. M. R., Jumadi, J., Wilujeng, I., & Ringo, E. S. (2019). The profile of students’ physics problem solving ability in optical instruments. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 5(1), 29-40. https://doi.org/10.21009/1.05104
Tweney, R. D. (1985). Faraday's discovery of induction: A cognitive approach. In D. Goodling & F. James (Eds.), Faraday rediscovered: Essays on the life and work of Michael Faraday, 1791-1867 (pp. 189-209). New York, United Sates of America: Stockton Press. https://doi.org/10.1007/978-1-349-11139-8_11
Tweney, R. D. (2010). Representing the Electromagnetic Field: How Maxwell’s Mathematics Empowered Faraday’s Field Theory. Science & Education, 20(7-8), 687-700. https://doi.org/10.1007/s11191-010-9256-9.
Uzun, S., Alev, N., & Karal, I. S. (2013). A cross-age study of an understanding of light and sight concepts in physics. Science Education International, 24(2), 129-149. Retrieved from https://files.eric.ed.gov/fulltext/EJ1015829.pdf
Vanderveen, J. R.; Martin, B.; Ooms, K. J. (2013). Developing Tools for Undergraduate Spectroscopy: An Inexpensive Visible Light Spectrometer. Journal of Chemical Education, 90(7), 894-899. https://doi.org/10.1021/ed300396x
Van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. C. (1994). The think aloud method: a practical approach to modelling cognitive. London, England: Academic Press. Retrieved from https://pure.uva.nl/ws/files/716505/149552_Think_aloud_method.pdf
Vergnaud, G. (1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. A cognitive perspective(pp. 39-59). Hillsdale, United States of America. Retrieved from https://www.gerard-vergnaud.org/texts/gvergnaud_1982_cognitive-tasks-operation_addition-subtraction.pdf
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Juliana Rodrigues Anjos, Agostinho Serrano de Andrade Neto
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
A IENCI é uma revista de acesso aberto (Open Access), sem que haja a necessidade de pagamentos de taxas, seja para submissão ou processamento dos artigos. A revista adota a definição da Budapest Open Access Initiative (BOAI), ou seja, os usuários possuem o direito de ler, baixar, copiar, distribuir, imprimir, buscar e fazer links diretos para os textos completos dos artigos nela publicados.
O autor responsável pela submissão representa todos os autores do trabalho e, ao enviar o artigo para a revista, está garantindo que tem a permissão de todos para fazê-lo. Da mesma forma, assegura que o artigo não viola direitos autorais e que não há plágio no trabalho. A revista não se responsabiliza pelas opiniões emitidas.
Todos os artigos são publicados com a licença Creative Commons Atribuição-NãoComercial 4.0 Internacional. Os autores mantém os direitos autorais sobre suas produções, devendo ser contatados diretamente se houver interesse em uso comercial dos trabalhos.
