Mapping of students’ skills in traditional and investigative activities on simple pendulum
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n2p141Keywords:
Skills, Traditional experimental practices, Investigative experimental practicesAbstract
We report a study on the skills employed by high school students when conducting an experimental practice on the Simple Pendulum, using usual procedures (traditional experimental practices) and challenges (investigative experimental practices). We identified, in general, procedural skills in both types of tasks and interpretative skills only in the investigative experimental practice. Procedural skills were classified according to the type of action performed: Performing Measurements (EXM), Calculating Averages (FCM), Applying Mathematical Rules (ARM), and Solving Mathematical Equations (EQM). Interpretive skills were explained only as Verifying the Found Answer (VRE). This taxonomy was used to assess the skills employed in the tasks, which were paired; that is, the students performed similar experimental practices regarding the content. As a result, we found that, in the more usual practice, there was greater mobilization of the EXM, FCM, and ARM skills, and, in the investigative practice, EQM and VRE. Although converging in terms of the themes and concepts required, different skills were mobilized. This result empirically reaffirms the influence of the format of methodological approaches and instructional design on learning. The implications of these findings reverberate in the development and implementation of teaching approaches that achieve a wide range of educational objectives.References
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