Educación STEM en el desarrollo de estructuras cognitivas sobre transformaciones energéticas: Un estudio con estudiantes de 9° grado
DOI:
https://doi.org/10.21814/rpe.25599Palabras clave:
Estructuras cognitivas, Enseñanza de las Ciencias, Educación STEM, Prueba de asociación de palabras (WAT), Transformaciones energéticasResumen
El concepto de energía, aunque es un concepto central en la enseñanza de las Ciencias, es un concepto abstracto, cuya comprensión plantea muchos desafíos y dificultades a los estudiantes. Del mismo modo, los fenómenos asociados con este concepto, a saber, las transformaciones energéticas, son particularmente difíciles para la mayoría de los estudiantes. Así, este estudio tuvo como objetivo conocer el efecto de una actividad STEM (Science, Technology, Engineering, and Mathematics), para la enseñanza, en un contexto formal, del tema “Transformaciones Energéticas”, en las estructuras cognitivas de 31 estudiantes del 9.º grado de escolaridad. El estudio siguió un diseño pre-test y post-test, con un solo grupo. La recolección de datos se realizó a través de una prueba de asociación de palabras (WAT), con seis palabras de estímulo, antes y después de la actividad. Los resultados obtenidos permitieron la construcción de tablas de frecuencias y mapas de las estructuras cognitivas de los estudiantes en los dos momentos. Además, y como una forma de revelar la naturaleza de las asociaciones de palabras hechas por los estudiantes, se les pidió que escribieran oraciones con las palabras asociadas. El análisis de los resultados se realizó teniendo en cuenta las asociaciones más frecuentemente hechas por los estudiantes (es decir, basadas en el tipo y frecuencia de las palabras de respuesta) y su naturaleza (es decir, basadas en las oraciones escritas por los estudiantes). Con base en los resultados y su análisis, es posible concluir que hubo una evolución de las estructuras cognitivas de los estudiantes, lo que es indicativo de que la su participación en la actividad STEM promovió la construcción de un conocimiento más profundo sobre los contenidos en cuestión.
Descargas
Citas
Almeida, L., & Freire, T. (2003). Metodologia da investigação em psicologia e educação. Psiquilíbrios.
Ausubel, D. P. (1963). Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14(2), 217-221. https://doi.org/10.1177/002248716301400220
Bächtold, M. (2018). How should energy be defined throughout schooling? Research in Science Education, 48(2), 345-367. https://doi.org/10.1007/s11165-016-9571-5
Bahar, M., Johnstone, A. H., & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33(3), 134-141. https://doi.org/10.1080/00219266.1999.9655653
Baptista, M., Martins, I., Conceição, T., & Reis, P. (2019). Multiple representations in the development of students’ cognitive structures about the saponification reaction. Chemistry Education Research and Practice, 20(4), 760-771. https://doi.org/10.1039/C9RP00018F
Camoez, J. (2012). Relatório de estágio [Relatório de mestrado, Universidade Nova de Lisboa]. Repositório da Universidade Nova de Lisboa. http://hdl.handle.net/10362/9136
Cardellini, L., & Bahar, M. (2000). Monitoring the learning of chemistry through word association tests. Australian Chemistry Resource Book, 19, 59-69.
Cardoso, A. (2020). Educação STEM na aprendizagem da eletricidade. Um trabalho com alunos do 9.º ano [Relatório de mestrado, Universidade de Lisboa]. Repositório da Universidade de Lisboa. http://hdl.handle.net/10451/47065
Chiu, M. H., & Duit, R. (2011). Globalization: Science education from an international perspective. Journal of Research in Science Teaching, 48(6), 553-566. https://doi.org/10.1002/tea.20427
Christensen, R., & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science, Environment and Health, 3(1), 1-13. https://doi.org/10.21891/jeseh.275649
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Houghton Mifflin.
Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215-226. https://doi.org/10.1111/ssm.12023
Crippen, K. J., & Antonenko, P. D. (2018). Designing for collaborative problem solving in STEM cyberlearning. In Y. J. Dori, Z. R. Mevarech, & D. R. Baker (Eds.), Cognition, metacognition, and culture in STEM education (pp. 89-116). Springer Nature. https://doi.org/10.1007/978-3-319-66659-4_5
Crotty, E. A., Guzey, S. S., Roehrig, G. H., Glancy, A. W., Ring-Whalen, E. A., & Moore, T. J. (2017). Approaches to integrating engineering in STEM units and student achievement gains. Journal of Pre-College Engineering Education Research, 7(2), Article 1. https://doi.org/10.7771/2157-9288.1148
Derman, A., & Eilks, I. (2016). Using a word association test for the assessment of high school students’ cognitive structures on dissolution. Chemistry Education Research and Practice, 17(4), 902-913. https://doi.org/10.1039/c6rp00084c
Duit, R. (1987). Should energy be introduced as something quasi-material? International Journal of Science Education, 9(2), 139-145. https://doi.org/10.1080/0950069870090202
Duit, R. (2014). Teaching and learning the physics energy concept. In R. F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann, J. Nordine, & A. Scheff (Eds.), Teaching and learning of energy in K-12 education (pp. 67-85). Springer. https://doi.org/10.1007/978-3-319-05017-1_5
Eryilmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001-1015. https://doi.org/10.1002/tea.10054
Fernandes, A. M., & Soares, S. (2022). Estruturas cognitivas e conceções alternativas sobre energia: Estudo preliminar em futuros professores do 1.º CEB. APEduC Revista, 3(2), 31-42. https://apeducrevista.utad.pt/index.php/apeduc/article/view/315
Feynman, R., Leighton, R., & Sands, M. (2011). The Feynman lectures on physics. New millennium edition. Volume I: Mainly mechanics, radiation and heat. New York: Basic Books.
Fiolhais, C. (Coord.). (2013). Metas curriculares do 3.º ciclo do ensino básico: Ciências físico-químicas. Direção-Geral da Educação. https://www.dge.mec.pt/sites/default/files/ficheiros/eb_cfq_metas_curriculares_3c_0.pdf
Gazibeyoglu, T., & Aydin, A. (2019). The effect of STEM-based activities on 7th grade students’ academic achievement in force and energy unit and students’ opinions about these activities. Universal Journal of Educational Research, 7(5), 1275-1285. https://doi.org/10.13189/ujer.2019.070513
Gunstone, R. F. (1980). Word association and the description of cognitive structure. Research in Science Education, 10(1), 45-53. https://doi.org/10.1007/bf02356308
Hovardas, T., & Korfiatis, K. J. (2006). Word associations as a tool for assessing conceptual change in science education. Learning and Instruction, 16(5), 416-432. https://doi.org/10.1016/j.learninstruc.2006.09.003
Jewett, J. (2008). Energy and the confused student III: Language. The Physics Teacher, 46(3), 149-153. https://doi.org/10.1119/1.2840978
Johnson, P. E. (1967). Some psychological aspects of subject-matter structure. Journal of Educational Psychology, 58(2), 75-83. https://doi.org/10.1037/h0024465
Johnson, P. E. (1969). On the communication of concepts in science. Journal of Educational Psychology, 60(1), 32-40. https://doi.org/10.1037/h0026691
Kitchen, J. A., Sonnert, G., & Sadler, P. M. (2018). The impact of college- and university-run high school summer programs on students’ end of high school STEM career aspirations. Science Education, 102(3), 529-547. https://doi.org/10.1002/sce.21332
Kostova, Z., & Radoynovska, B. (2008). Word association test for studying conceptual structures of teachers and students. Bulgarian Journal of Science and Education Policy, 2(2), 209-231. http://bjsep.org/getfile.php?id=20
Lemke, J. (1998). Teaching all the languages of science: Words, symbols, images, and actions. La Caixa Conference On Science Education. https://doi.org/10.13140/2.1.4022.5608
Liu, G., & Fang, N. (2017). Student misconceptions of work and energy in engineering dynamics. Proceedings of the 2017 ASEE Gulf-Southwest Section Annual Conference. https://www.researchgate.net/publication/313558250
Marques, M. (2009). Integração de tópicos de história das ciências no ensino – Estudo de caso: Energia no ensino básico. Actes d’Història de La Ciència i de la Tècnica, 2(1), 327-335. https://revistes.iec.cat/index.php/AHCT/article/view/55774.001
Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799-822. https://doi.org/10.1002/sce.21522
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
Moore, T. J., Tank, K. M., Glancy, A. W., & Kersten, J. A. (2015). NGSS and the landscape of engineering in K-12 state science standards. Journal of Research in Science Teaching, 52(3), 296-318. https://doi.org/10.1002/tea.21199
Moreno, J. (2013). Ensino da física e da química e as concepções alternativas dos alunos do ensino secundário sobre o conceito de energia – Relatório de estágio [Dissertação de mestrado, Universidade Nova de Lisboa]. Repositório da Universidade Nova de Lisboa. http://hdl.handle.net/10362/12206
Nakiboglu, C. (2008). Using word associations for assessing non major science students’ knowledge structure before and after general chemistry instruction: The case of atomic structure. Chemistry Education Research and Practice, 9(4), 309-322. https://doi.org/10.1039/b818466f
National Academy of Engineering and National Research Council. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. The National Academies Press. https://doi.org/10.17226/18612
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. The National Academies Press. https://doi.org/10.17226/9596
Ortiz-Revilla, J., Adúriz-Bravo, A., & Greca, I. M. (2020). A framework for epistemological discussion on integrated STEM education. Science & Education, 29(4), 857-880. https://doi.org/10.1007/s11191-020-00131-9
Ortiz-Revilla, J., Greca, I. M., & Arriassecq, I. (2022). A theoretical framework for integrated STEM education. Science & Education, 31(2), 383-404. https://doi.org/10.1007/s11191-021-00242-x
Özcan, O., & Tavukçuoğlu, E. (2018). Investigating the high school students’ cognitive structures about the light concept through word association test. Journal of Education and Future, 13, 121-132. https://www.researchgate.net/publication/322963382
Park, W., Wu, J. Y., & Erduran, S. (2020). The nature of STEM disciplines in the science education standards documents from the USA, Korea and Taiwan. Science & Education, 29, 899-927. https://doi.org/10.1007/s11191-020-00139-1
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186. https://doi.org/10.1002/tea.3660020306
Piaget, J. (1978). Success and understanding. Harvard University Press.
Pilot, A., & Bulte, A. M. W. (2006). Why do you “need to know”? Context-based education. International Journal of Science Education, 28(9), 953-956. https://doi.org/10.1080/09500690600702462
Quinn, C. M., Reid, J. W., & Gardner, G. E. (2020). S + T + M = E as a convergent model for the nature of STEM. Science & Education, 29(4), 881-898. https://doi.org/10.1007/s11191-020-00130-w
Quinn, H. R. (2014). A physicist’s musings on teaching about energy. In R. F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann, J. Nordine, & A. Scheff (Eds.), Teaching and learning of energy in K-12 education (pp. 15-36). Springer Nature. https://doi.org/10.1007/978-3-319-05017-1_2
Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, 68(4), 20-27. https://www.teachmeteamwork.com/files/sanders.istem.ed.ttt.istem.ed.def.pdf
Şendur, G., & Toprak, M. (2017). An investigation of changes in the cognitive structures of 11th grade students using the word association test: The case of chemical equilibrium. Journal of Turkish Studies, 12(17), 411-436. https://doi.org/10.7827/turkishstudies.11911
Sgro, C. M., Bobowski, T., & Oliveira, A. W. (2020). Current praxis and conceptualization of STEM education: A call for greater clarity in integrated curriculum development. In V. Akerson & G. Buck (Eds.), Critical questions in STEM education (pp. 185-210). Springer. https://doi.org/10.1007/978-3-030-57646-2_11
Shahali, E., Halim, L., Rasul, M. S., Osman, K., & Zulkifeli, M. A. (2017). STEM learning through engineering design: Impact on middle secondary students’ interest towards STEM. Eurasia Journal of Mathematics, Science and Technology Education, 13(5), 1189-1211. https://doi.org/10.12973/eurasia.2017.00667a
Taber, K. S. (2008). Exploring conceptual integration in student thinking: Evidence from a case study. International Journal of Science Education, 30(14), 1915-1943. https://doi.org/10.1080/09500690701589404
Tanel, Z., & Tanel, R. (2010). Determining the misconceptions and learning difficulties of undergraduate level students on topics of energy and momentum. Balkan Physics Letters, 18, 108-117.
Tatar, E., & Oktay, M. (2007). Students’ misunderstandings about the energy conservation principle: A general view to studies in literature. International Journal of Environmental & Science Education, 2(3), 79-81. https://www.researchgate.net/publication/255651470
Thibaut, L., Ceuppens, S., de Loof, H., de Meester, J., Goovaerts, L., Struyf, A., Boeve-de Pauw, J., Dehaene, W., Deprez, J., de Cock, M., Hellinckx, L., Knipprath, H., Langie, G., Struyven, K., van de Velde, D., van Petegem, P., & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), e02. https://doi.org/10.20897/ejsteme/85525
Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395. https://doi.org/10.29333/ejmste/83676
Tomás, A. (2021). STEM no ensino da massa e do peso. Um estudo com alunos do 7.º ano [Dissertação de mestrado, Universidade de Lisboa]. Repositório da Universidade de Lisboa. http://hdl.handle.net/10451/47105
Trumper, R. (1993). Children’s energy concepts: A cross‐age study. International Journal of Science Education, 15(2), 139-148. https://doi.org/10.1080/0950069930150203
Tsai, C. C. (2001). Probing students’ cognitive structures in science: The use of a flow map method coupled with a meta-listening technique. Studies in Educational Evaluation, 27(3), 257-268. https://doi.org/10.1016/S0191-491X(01)00029-3
Tsai, C. C., & Huang, C. M. (2002). Exploring students’ cognitive structures in learning science: A review of relevant methods. Journal of Biological Education, 36(4), 163-169. https://doi.org/10.1080/00219266.2002.9655827
Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components [Summary report]. Intermediate Unit 1: Center for STEM Education and Leonard Gelfand Center for Service Learning and Outreach, Carnegie Mellon University, Pennsylvania.
Valadares, J. (1994a). A energia. Química, (53), 30-41. https://dx.doi.org/10.52590/M3.P577.A3000633
Valadares, J. (1994b). Alguns aspectos essenciais sobre a energia. Química, (54), 38-46. https://dx.doi.org/10.52590/M3.P578.A3000647
Valadares, J. (1995). Concepções alternativas no ensino da física à luz da filosofia da ciência [Tese de doutoramento, Universidade Aberta]. Repositório Aberto - Universidade Aberta. http://hdl.handle.net/10400.2/2520
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warren, J. W. (1982). The nature of energy. European Journal of Science Education, 4(3), 295-297. https://doi.org/10.1080/0140528820040308
Yildirir, H. E., & Demirkol, H. (2018). Revealing students’ cognitive structure about physical and chemical change: Use of a word association test. European Journal of Education Studies, 4(1), 134-154. https://doi.org/10.5281/zenodo.1156414
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Iva Martins, Mónica Baptista, Inês Tomé
Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.
1. Los autores y autoras conservan los derechos de autor y conceden a la revista el derecho de la primera publicación, con el trabajo simultáneamente disponible bajo la Licencia Creative Commons Attribution que permite compartir el trabajo con el reconocimiento de la autoría y publicación inicial en esta revista.
2. Los autores y autoras pueden asumir contratos adicionales separadamente para la distribución no exclusiva de la versión del trabajo publicada en esta revista (por ejemplo, depositar en un repositorio institucional o como capítulo de libro), con el reconocimiento de la autoría y publicación inicial en esta revista.
3. Los autores y autoras están autorizados y son incitados/as a publicar y compartir su trabajo en línea (por ejemplo, en repositorios institucionales o páginas personales) antes o durante el proceso editorial, pues puede dar lugar a modificaciones productivas o aumentar el impacto y las citas del trabajo publicado (Véase El Efecto del Acceso Libre).
Esta obra está disponible bajo la Licencia Creative Commons Atribución-CompartirIgual 4.0.
