Experiences of Scientific Thinking in Physics Classrooms

Authors

  • Alexandre Fagundes Faria Colégio Técnico (COLTEC) Universidade Federal de Minas Gerais Av. Antônio Carlos, 6627. Pampulha. Belo Horizonte (MG) http://orcid.org/0000-0002-5629-0612
  • Arnaldo de Moura Vaz Colégio Técnico (COLTEC) e Programa de Pós-Graduação em Educação Universidade Federal de Minas Gerais Av. Antônio Carlos, 6627. Pampulha. Belo Horizonte (MG)

DOI:

https://doi.org/10.22600/1518-8795.ienci2018v23n1p266

Keywords:

scientific thinking, experiences, reasoning strategies, learning group, Tutorials in Introductory

Abstract

There is a contemporary demand on STEM education to support learning experiences in which students use scientific thinking to solve tasks. Scientific thinking involves domain-specific knowledge and general domain strategies of thinking. The object of interest in this research was the set of students’ experiences of scientific thinking in which they articulate domain-general strategies and domain-specific knowledge to solve physics tasks. Our goal was to characterize the experiences of scientific thinking of two groups of four students engaged in tasks about Newtonian Mechanics. The volunteers were 19 students, 15-17 years old, enrolled in electronics or computer science courses (11th grade) of a Brazilian vocational high school at Belo Horizonte/Minas Gerais. All class activities proposed to the students have been regularly used since 2010, therefore, we made no special intervention to conduct the study. Data collection occurred during the classes and involved audio and video recordings of students working in group; field notes; and photographs of students’ notebooks and of the posters they made to conduct oral presentations. The choice of the groups was based on how assiduous the members were. We have transcribed episodes in which we identified experiences of scientific thinking. These transcriptions, the field notes and the photographs were analyzed together, in interaction with each other. Data analysis is based upon John Dewey’s Theory of Experience. Our results show that the experiences of scientific thinking of the two groups were educative experiences, although qualitatively different. This difference was due to the way students interacted with the conditions given to solve the tasks. Additional information is given about the school circumstances in which the study was conducted to allow a better evaluation of results quality.

Author Biography

Alexandre Fagundes Faria, Colégio Técnico (COLTEC) Universidade Federal de Minas Gerais Av. Antônio Carlos, 6627. Pampulha. Belo Horizonte (MG)

Atuo como pesquisador em ensino de física há 13 anos, desde o tempo de graduação quando era bolsista de iniciação científica. Sou professor de Física há 12 anos. Lecionei no Ensino Fundamental, Ensino Médio e Ensino Superior nas redes pública e privada de Minas Gerais. Ingressei como professor efetivo na UFMG em Março de 2011. Meu exercício é no Colégio Técnico onde desempenho atividades de ensino, pesquisa e administração. Minhas pesquisas estão circunscritas no campo do Educação, mais especificamente no Ensino de Física. Anteriormente ao exercício de minhas atividades docentes, trabalhei por 3 anos como  técnico em eletrônica.

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Published

2018-04-30

How to Cite

Faria, A. F., & Vaz, A. de M. (2018). Experiences of Scientific Thinking in Physics Classrooms. Investigations in Science Education, 23(1), 266–294. https://doi.org/10.22600/1518-8795.ienci2018v23n1p266