Revisão Sistemática de Trabalhos sobre Concepções de Natureza da Ciência no Ensino de Ciências
DOI:
https://doi.org/10.28976/1984-2686rbpec2017172579Palavras-chave:
concepções de ciência, instrumentos de pesquisa, listas de aspectos de NdC, revisão sistemática, tendências de pesquisa, visão consensual.Resumo
A natureza da ciência (NdC) tem sido apontada como um componente importante do ensino de ciências, pois o conhecimento sobre a ciência pode contribuir para a tomada de decisões do cidadão contemporâneo. Há poucos trabalhos de revisão com caráter quantitativo no campo da educação em ciências. Dada a importância do tema e considerando a necessidade de organizar e compreender o conhecimento produzido pelas pesquisas sobre concepções de NdC, realizamos uma revisão sistemática, segundo os princípios do PRISMA, a fim de quantificar e iniciar uma reflexão sobre (i) as tendências de publicação de trabalhos sobre concepções de NdC, (ii) as principais características desses trabalhos, (iii) os aspectos de NdC frequentemente elencados como importantes para o ensino e (iv) as principais estratégias usadas para acessar as concepções de NdC. Analisamos 396 artigos publicados até fevereiro de 2015, nos periódicos de Ensino e Educação da lista WebQualis 2013. Nossa revisão sistemática representou um esforço inicial para expor um panorama geral da área e permitiu identificar tendências e lacunas de pesquisa. Esforços de investigação são necessários para o levantamento de concepções de NdC no contexto brasileiro e associados ao ensino de disciplinas específicas. Encontramos 25 aspectos de NdC relatados como importantes para o ensino, abordamos parte do debate acerca dos consensos e das listas de aspectos de NdC e trouxemos características gerais dos principais questionários usados para o levantamento de concepções de NdC.
Downloads
Não há dados estatísticos.
Referências
Abd-El-Khalick, F. (2012). Examining the sources for ours understandings about science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353–374.
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417–437.
Abd-El-Khalick, F., & Boujaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673–699.
Abd-El-Khalick, F., Boujaoude, S., Duschl, R. A., Hofstein, A., Lederman, N. G., Mamlok, R., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397–419.
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665–701.
Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095.
Aikenhead, G., & Ryan, A. (1992). The development of a new instrument: ‘Views on Science-Technology-Society’ (VOSTS). Science Education, 76, 477–492.
Ajaja, P. O. (2012). Senior Secondary School Science Teachers in Delta and Edo States Conceptualization about the Nature of Science. International Education Studies, 5(3), 67–85.
Allchin, D. (2011). Evaluating Knowledge of the Nature of (Whole) Science. Science Education, 95(3), 918–942.
Allchin, D., Andersen, H., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating inquiry, historical cases and contemporary cases in classroom practice. Science Education, 98(3), 461–486.
Alters, B. J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34(1), 39–55.
Azevedo, N. H., & Scarpa, D. L. (2017). Decisões envolvidas na elaboração e validação de um questionário contextualizado sobre concepções de natureza da ciência. Investigações em Ensino de Ciências. 22(2), 57–82.
Bayir, E., Cakici, Y., & Ertas, O. (2014). Exploring Natural and Social Scientists’ Views of Nature of Science. International Journal of Science Education, 36(8), 1286–1312.
Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352–377.
Botton, C., & Brown, C. (1998). The reliability of some VOSTS items when used with pre service secondary science teachers in England. Journal of Research in Science Teaching, 35(1), 53–71.
Boylan, C. R., Hill, D. M., Wallace, A. R., & Wheeler, A. E. (1992). Beyond stereotypes. Science Education, 76(5), 465–476.
CAPES. (2015). Qualis Periódicos. Recuperado de http://www.capes.gov.br/avaliacao/qualis.
Carvalho, A. M. P. (2006). Critérios estruturantes para o ensino das ciências. In A. M. P. Carvalho (Org.). Ensino de Ciências: unindo a pesquisa e a prática. (pp. 1–17). São Paulo: Pioneira Thomson Learning.
Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning. (2nd ed.). New Hampshire: Heinemann.
Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education, 67(2), 255–265.
Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: considerations for effective nature of science instruction. Science & Education, 15(5), 463–494.
Clough, M. P., & Olson, J. K. (2008). Teaching and assessing the nature of science: An introduction. Science & Education, 17(2–3), 143–145.
Cooley, W. W., & Klopfer, L. E. (1961). TOUS: Test on understanding science. Princeton, NJ: Education Testing Service.
Davson-Galle, P. (2008). Why compulsory science education should not include philosophy of science. Science & Education, 17(7), 677–716.
Duschl, R., & Grandy, R. (2013). Two views about explicitly teaching nature of science. Science and Education, 22, 2109–2139. doi: 10.1007/s11191-012-9539-4
Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218–243.
Figueirêdo, K. L., Justi, R. (2011). Uma proposta de formação continuada de professores de ciências buscando inovação, autonomia e colaboração a partir de referenciais integrados. Revista Brasileira de Pesquisa em Educação em Ciências, 11(1), 169–190.
Fourez, G. (1997). Scientific and Technological Literacy as a Social Practice. Social Studies of Science, 27(6), 903–936.
Freitas, D. (2008). A perspectiva curricular Ciência Tecnologia e Sociedade – CTS – no ensino de ciência. In: A. C. Pavão, D. Freitas (Org.). Quanta Ciência há no Ensino de Ciências. (pp. 229–237). São Carlos: EdUFScar.
Gil-Pérez, D., Fernández, I., Carrascosa, J., Cachapuz, A., & Praia, J. (2001). Para uma imagem não deformada do trabalho científico. Ciência & Educação, 7(2), 125–153.
Hacieminoglu, E., YilmazTuzun, O., & Ertepinar, H. (2012). Development and validation of nature of science instrument for elementary school students. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(3), 258–283.
Harding, P., & Hare, W. (2000). Portraying science accurately in classrooms: Emphasizing open-mindedness rather than relativism. Journal of Research in Science Teaching, 37(3), 225–235.
Harres, J. B. S. (1999). Uma revisão de pesquisas nas concepções de professores sobre a natureza da ciência e suas implicações para o ensino. Investigações em Ensino de Ciências, 4(3), 197–211.
Hodson, D. (1998). Science fiction: the continuing misrepresentation of science in the school curriculum. Curriculum Studies, 6(2), 191–216.
Hodson, D. (1994). Seeking directions for change: The personalization and politicization of science education. Curriculum Studies, 2(1), 71–98.
Hodson, D. (2001). Inclusion without assimilation: Science education from an anthropological and meta-cognitive perspective. Canadian Journal of Science, Mathematics and Technological Education, 1(2), 161–182.
Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534–2553.
Hodson, D., & Wong, S.L. (2014). From the horse’s mouth: Why scientists’ views are crucial to nature of science understanding. International Journal of Science Education, 36(16), 2639–2665.
Irzik, G., & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20(7), 591–607.
Khishfe, R., & AbdElKhalick, F. (2002). Influence of explicit reflective versus implicit inquiryoriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578.
Khishfe, R. (2014). Explicit Nature of Science and Argumentation Instruction in the Context of Socio-scientific Issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016.
Kimball, M. E. (1967). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5(2), 110–120.
Knopf, J. W. (2006). Doing a literature review. PS: Political Science & Politics, 39(1), 127–132.
Koulaidis, V., & Ogborn, J. (1995). Science teachers philosophical assumptions: How well do we understand them? International Journal of Science Education, 17(3), 273–283.
Leach, J., Millar, R., Ryder, J., & Sére, M. G. (2000). Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction, 10(6), 497–527.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831879). Mahwah, N.J: Lawrence Erlbaum Associates
Lederman, N. G., AbdElKhalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.
Lederman, J. S., & Khishfe, R. (2002). Views of nature of science, Form D. Unpublished paper. Illinois Institute of Technology, Chicago.
Lederman, J. S., & Ko, E. K. (2002). Views of nature of science, Form E. Unpublished paper. Illinois Institute of Technology, Chicago.
Lederman, N. G., & O’malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225–239.
Lemke, J. L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching, 38(3), 296–316.
Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2006). Student understanding of science and scientific inquiry (SUSSI): Revision and further validation of an assessment instrument. Paper presented at the The annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
Lidar, M., Lundqvist, E., & Ostman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers’ epistemological moves and students’ practical epistemology. Science Education, 90(1), 148–163.
Mayr, E. (2004). What makes biology unique? Considerations on the autonomy of a scientific discipline. Cambridge: Cambridge University Press.
Marandino, M., Selles, S. E., Ferreira, M. S. (2009). Ensino de Biologia: histórias e práticas em diferentes espaços educativos. São Paulo: Cortez.
Matthews, M. R. (1992). History, philosophy and science teaching: the present reapprochement. Science & Education, 1(1), 11–48.
Matthews, M. R. (1998). In defense of modest goals when teaching about the nature of science. Journal of Research in Science Teaching, 35(2), 161–174.
Matthews, M. R. (2012). Changing the focus: from nature of science to features of science. In Khine, M. S. (Ed.). Advances in nature of science research (pp. 3–26). Dordrecht: Springer.
McComas, W. F. (2006). Science Teaching beyond the Classroom. Science Teacher, 73(1), 26–30.
McComas, W. F. (2008). Seeking historical examples to illustrate key aspects of the nature of science. Science & Education, 17(2–3), 249–263
McComas, W. F., Almazroa, H., Clough, M. (1998). The Nature of Science in Science Edu- cation: an introduction. Science & Education, 7(6), 11–532.
McComas, W. F., & Olson, J. K. (1998). The Nature of Science in International Science Education Standards Documents. In McComas, W. F. (Ed.). The Nature of Science in Science Education: Rationales and Strategies (pp. 41–52). Drodrecht: Kluwer.
Miller, J. D. (1993). Theory and measurement in the public understanding of science: a rejoinder to Bauer and Schoon. Public Understanding of Science, 2(3), 235–243.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). The PRISMA Group. Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med, 6(6). doi:10.1371/journal.pmed1000097.
Moss, D. M., Abrams, E. D., & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education, 23(8), 771–790.
Ogunniyi, M. (2005). Relative effects of a history, philosophy and sociology of science course on teachers’ understanding of the nature of science and instructional practice. South African Journal of Higher Education, 19, 1464-1472.
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideasabout science” should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692–720.
Packer, A. L. (2011). Os periódicos brasileiros e a comunicação da pesquisa nacional. Revista USP, 89, 26–61.
Ryan, A. G., & Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76(6), 559–580.
Robinson, J. T. (1965). Science Teaching and the Nature of Science. Journal of Research in Science Teaching, 3(1), 37–50.
Rodrigues, R. S., Quartiero, E., & Neubert, P. (2015). Periódicos Científicos Brasileiros indexados na Web Of Science e Scopus: estrutura editorial e elementos básicos. Informação & Sociedade: Estudos, 25(2), 117–138.
Rosenberg, A. (2008). Biology. In: S. Psillos, & M. Curd. (Eds.). The Routledge companion to philosophy of science (pp. 511–519). London: Routledge.
Sandoval, W. A. (2005). Understanding student’s practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656.
Schwartz, R. S., Lederman, N. G., & Lederman, J. S. (2008). An Instrument to Assess Views of Scientific Inquiry: The VOSI Questionnaire. Paper presented at The annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.
Schwartz, R. S., Lederman, N. G., & Abd-El-Khalick, F. (2012). A series of misrepresentations: A response to Allchin’s whole approach to assessing nature of science understandings. Science Education, 96(4), 685–692.
Shader-Frechette, K., & McCoy, E. D. (1994). Applied ecology and the logic of case studies. Philosophy of Science, 61(2), 228–249.
Shader-Frechette, K., & McCoy, E. D. (1993). Method in ecology: strategies for conservation. Cambridge: Cambridge University Press.
Smith, M. U., & Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83(4), 493–509.
Stanley, W. B., Brickhouse, N. W. (2001). Teaching science: The multicultural question revisited. Science Education, 85(1), 35–49.
Taber, K. (2010). A comprehensive vision of ‘the nature of science” in science education. Studies in Science Education, 46(2), 245–254.
Tsai, C. C., & Liu, S. Y. (2005). Developing a multidimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27(13), 1621–1638.
Tsai, C., & Wen, L. (2005). Research and trends in science education from 1998 to 2002: a content analysis of publication in selected journals. Internacional Journal of Science in Education, 27(1), 3–14.
Tucker-Raymond, E., Varelas, M., Pappas, C. C., Korzh, A., & Wentland, A. (2007). “They probably aren’t named Rachel”: Young children’s scientist identities as emergent multimodal narratives. Cultural Studies of Science Education, 1(3), 559–592.
Waters‐Adams, S., & Nias, J. (2003). Using action research as a methodological tool: Understanding teachers’ understanding of science. Educational Action Research, 11(2), 283–300.
Wong, S. L., & Hodson, D. (2009). From the horse’s mouth: What scientists say about scientific investigation and scientific knowledge. Science Education, 93(1), 109–130.
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417–437.
Abd-El-Khalick, F., & Boujaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673–699.
Abd-El-Khalick, F., Boujaoude, S., Duschl, R. A., Hofstein, A., Lederman, N. G., Mamlok, R., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397–419.
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665–701.
Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095.
Aikenhead, G., & Ryan, A. (1992). The development of a new instrument: ‘Views on Science-Technology-Society’ (VOSTS). Science Education, 76, 477–492.
Ajaja, P. O. (2012). Senior Secondary School Science Teachers in Delta and Edo States Conceptualization about the Nature of Science. International Education Studies, 5(3), 67–85.
Allchin, D. (2011). Evaluating Knowledge of the Nature of (Whole) Science. Science Education, 95(3), 918–942.
Allchin, D., Andersen, H., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating inquiry, historical cases and contemporary cases in classroom practice. Science Education, 98(3), 461–486.
Alters, B. J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34(1), 39–55.
Azevedo, N. H., & Scarpa, D. L. (2017). Decisões envolvidas na elaboração e validação de um questionário contextualizado sobre concepções de natureza da ciência. Investigações em Ensino de Ciências. 22(2), 57–82.
Bayir, E., Cakici, Y., & Ertas, O. (2014). Exploring Natural and Social Scientists’ Views of Nature of Science. International Journal of Science Education, 36(8), 1286–1312.
Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352–377.
Botton, C., & Brown, C. (1998). The reliability of some VOSTS items when used with pre service secondary science teachers in England. Journal of Research in Science Teaching, 35(1), 53–71.
Boylan, C. R., Hill, D. M., Wallace, A. R., & Wheeler, A. E. (1992). Beyond stereotypes. Science Education, 76(5), 465–476.
CAPES. (2015). Qualis Periódicos. Recuperado de http://www.capes.gov.br/avaliacao/qualis.
Carvalho, A. M. P. (2006). Critérios estruturantes para o ensino das ciências. In A. M. P. Carvalho (Org.). Ensino de Ciências: unindo a pesquisa e a prática. (pp. 1–17). São Paulo: Pioneira Thomson Learning.
Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning. (2nd ed.). New Hampshire: Heinemann.
Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education, 67(2), 255–265.
Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: considerations for effective nature of science instruction. Science & Education, 15(5), 463–494.
Clough, M. P., & Olson, J. K. (2008). Teaching and assessing the nature of science: An introduction. Science & Education, 17(2–3), 143–145.
Cooley, W. W., & Klopfer, L. E. (1961). TOUS: Test on understanding science. Princeton, NJ: Education Testing Service.
Davson-Galle, P. (2008). Why compulsory science education should not include philosophy of science. Science & Education, 17(7), 677–716.
Duschl, R., & Grandy, R. (2013). Two views about explicitly teaching nature of science. Science and Education, 22, 2109–2139. doi: 10.1007/s11191-012-9539-4
Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218–243.
Figueirêdo, K. L., Justi, R. (2011). Uma proposta de formação continuada de professores de ciências buscando inovação, autonomia e colaboração a partir de referenciais integrados. Revista Brasileira de Pesquisa em Educação em Ciências, 11(1), 169–190.
Fourez, G. (1997). Scientific and Technological Literacy as a Social Practice. Social Studies of Science, 27(6), 903–936.
Freitas, D. (2008). A perspectiva curricular Ciência Tecnologia e Sociedade – CTS – no ensino de ciência. In: A. C. Pavão, D. Freitas (Org.). Quanta Ciência há no Ensino de Ciências. (pp. 229–237). São Carlos: EdUFScar.
Gil-Pérez, D., Fernández, I., Carrascosa, J., Cachapuz, A., & Praia, J. (2001). Para uma imagem não deformada do trabalho científico. Ciência & Educação, 7(2), 125–153.
Hacieminoglu, E., YilmazTuzun, O., & Ertepinar, H. (2012). Development and validation of nature of science instrument for elementary school students. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(3), 258–283.
Harding, P., & Hare, W. (2000). Portraying science accurately in classrooms: Emphasizing open-mindedness rather than relativism. Journal of Research in Science Teaching, 37(3), 225–235.
Harres, J. B. S. (1999). Uma revisão de pesquisas nas concepções de professores sobre a natureza da ciência e suas implicações para o ensino. Investigações em Ensino de Ciências, 4(3), 197–211.
Hodson, D. (1998). Science fiction: the continuing misrepresentation of science in the school curriculum. Curriculum Studies, 6(2), 191–216.
Hodson, D. (1994). Seeking directions for change: The personalization and politicization of science education. Curriculum Studies, 2(1), 71–98.
Hodson, D. (2001). Inclusion without assimilation: Science education from an anthropological and meta-cognitive perspective. Canadian Journal of Science, Mathematics and Technological Education, 1(2), 161–182.
Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534–2553.
Hodson, D., & Wong, S.L. (2014). From the horse’s mouth: Why scientists’ views are crucial to nature of science understanding. International Journal of Science Education, 36(16), 2639–2665.
Irzik, G., & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20(7), 591–607.
Khishfe, R., & AbdElKhalick, F. (2002). Influence of explicit reflective versus implicit inquiryoriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578.
Khishfe, R. (2014). Explicit Nature of Science and Argumentation Instruction in the Context of Socio-scientific Issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016.
Kimball, M. E. (1967). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5(2), 110–120.
Knopf, J. W. (2006). Doing a literature review. PS: Political Science & Politics, 39(1), 127–132.
Koulaidis, V., & Ogborn, J. (1995). Science teachers philosophical assumptions: How well do we understand them? International Journal of Science Education, 17(3), 273–283.
Leach, J., Millar, R., Ryder, J., & Sére, M. G. (2000). Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction, 10(6), 497–527.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831879). Mahwah, N.J: Lawrence Erlbaum Associates
Lederman, N. G., AbdElKhalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.
Lederman, J. S., & Khishfe, R. (2002). Views of nature of science, Form D. Unpublished paper. Illinois Institute of Technology, Chicago.
Lederman, J. S., & Ko, E. K. (2002). Views of nature of science, Form E. Unpublished paper. Illinois Institute of Technology, Chicago.
Lederman, N. G., & O’malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225–239.
Lemke, J. L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching, 38(3), 296–316.
Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2006). Student understanding of science and scientific inquiry (SUSSI): Revision and further validation of an assessment instrument. Paper presented at the The annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
Lidar, M., Lundqvist, E., & Ostman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers’ epistemological moves and students’ practical epistemology. Science Education, 90(1), 148–163.
Mayr, E. (2004). What makes biology unique? Considerations on the autonomy of a scientific discipline. Cambridge: Cambridge University Press.
Marandino, M., Selles, S. E., Ferreira, M. S. (2009). Ensino de Biologia: histórias e práticas em diferentes espaços educativos. São Paulo: Cortez.
Matthews, M. R. (1992). History, philosophy and science teaching: the present reapprochement. Science & Education, 1(1), 11–48.
Matthews, M. R. (1998). In defense of modest goals when teaching about the nature of science. Journal of Research in Science Teaching, 35(2), 161–174.
Matthews, M. R. (2012). Changing the focus: from nature of science to features of science. In Khine, M. S. (Ed.). Advances in nature of science research (pp. 3–26). Dordrecht: Springer.
McComas, W. F. (2006). Science Teaching beyond the Classroom. Science Teacher, 73(1), 26–30.
McComas, W. F. (2008). Seeking historical examples to illustrate key aspects of the nature of science. Science & Education, 17(2–3), 249–263
McComas, W. F., Almazroa, H., Clough, M. (1998). The Nature of Science in Science Edu- cation: an introduction. Science & Education, 7(6), 11–532.
McComas, W. F., & Olson, J. K. (1998). The Nature of Science in International Science Education Standards Documents. In McComas, W. F. (Ed.). The Nature of Science in Science Education: Rationales and Strategies (pp. 41–52). Drodrecht: Kluwer.
Miller, J. D. (1993). Theory and measurement in the public understanding of science: a rejoinder to Bauer and Schoon. Public Understanding of Science, 2(3), 235–243.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). The PRISMA Group. Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med, 6(6). doi:10.1371/journal.pmed1000097.
Moss, D. M., Abrams, E. D., & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education, 23(8), 771–790.
Ogunniyi, M. (2005). Relative effects of a history, philosophy and sociology of science course on teachers’ understanding of the nature of science and instructional practice. South African Journal of Higher Education, 19, 1464-1472.
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideasabout science” should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692–720.
Packer, A. L. (2011). Os periódicos brasileiros e a comunicação da pesquisa nacional. Revista USP, 89, 26–61.
Ryan, A. G., & Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76(6), 559–580.
Robinson, J. T. (1965). Science Teaching and the Nature of Science. Journal of Research in Science Teaching, 3(1), 37–50.
Rodrigues, R. S., Quartiero, E., & Neubert, P. (2015). Periódicos Científicos Brasileiros indexados na Web Of Science e Scopus: estrutura editorial e elementos básicos. Informação & Sociedade: Estudos, 25(2), 117–138.
Rosenberg, A. (2008). Biology. In: S. Psillos, & M. Curd. (Eds.). The Routledge companion to philosophy of science (pp. 511–519). London: Routledge.
Sandoval, W. A. (2005). Understanding student’s practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656.
Schwartz, R. S., Lederman, N. G., & Lederman, J. S. (2008). An Instrument to Assess Views of Scientific Inquiry: The VOSI Questionnaire. Paper presented at The annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.
Schwartz, R. S., Lederman, N. G., & Abd-El-Khalick, F. (2012). A series of misrepresentations: A response to Allchin’s whole approach to assessing nature of science understandings. Science Education, 96(4), 685–692.
Shader-Frechette, K., & McCoy, E. D. (1994). Applied ecology and the logic of case studies. Philosophy of Science, 61(2), 228–249.
Shader-Frechette, K., & McCoy, E. D. (1993). Method in ecology: strategies for conservation. Cambridge: Cambridge University Press.
Smith, M. U., & Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83(4), 493–509.
Stanley, W. B., Brickhouse, N. W. (2001). Teaching science: The multicultural question revisited. Science Education, 85(1), 35–49.
Taber, K. (2010). A comprehensive vision of ‘the nature of science” in science education. Studies in Science Education, 46(2), 245–254.
Tsai, C. C., & Liu, S. Y. (2005). Developing a multidimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27(13), 1621–1638.
Tsai, C., & Wen, L. (2005). Research and trends in science education from 1998 to 2002: a content analysis of publication in selected journals. Internacional Journal of Science in Education, 27(1), 3–14.
Tucker-Raymond, E., Varelas, M., Pappas, C. C., Korzh, A., & Wentland, A. (2007). “They probably aren’t named Rachel”: Young children’s scientist identities as emergent multimodal narratives. Cultural Studies of Science Education, 1(3), 559–592.
Waters‐Adams, S., & Nias, J. (2003). Using action research as a methodological tool: Understanding teachers’ understanding of science. Educational Action Research, 11(2), 283–300.
Wong, S. L., & Hodson, D. (2009). From the horse’s mouth: What scientists say about scientific investigation and scientific knowledge. Science Education, 93(1), 109–130.
Downloads
Publicado
2017-08-31
Como Citar
Azevedo, N. H., & Scarpa, D. L. (2017). Revisão Sistemática de Trabalhos sobre Concepções de Natureza da Ciência no Ensino de Ciências. Revista Brasileira De Pesquisa Em Educação Em Ciências, 17(2), 579–619. https://doi.org/10.28976/1984-2686rbpec2017172579
Edição
Seção
Artigos
Licença
Os autores são responsáveis pela veracidade das informações prestadas e pelo conteúdo dos artigos.
Os autores que publicam neste periódico concordam plenamente com os seguintes termos:
- Os autores atestam que a contribuição é inédita, isto é, não foi publicada em outro periódico, atas de eventos ou equivalente.
- Os autores atestam que não submeteram a contribuição simultaneamente a outro periódico.
- Os autores mantêm os direitos autorais e concedem à RPBEC o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial neste periódico.
- Os autores atestam que possuem os direitos autorais ou a autorização escrita de uso por parte dos detentores dos direitos autorais de figuras, tabelas, textos amplos etc. que forem incluídos no trabalho.
- Os autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (por exemplo, publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Os autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (por exemplo, em repositórios institucionais ou na sua página pessoal) após a publicação visando aumentar o impacto e a citação do trabalho publicado.
Em caso de identificação de plágio, republicação indevida e submissão simultânea, os autores autorizam a Editoria a tornar público o evento, informando a ocorrência aos editores dos periódicos envolvidos, aos eventuais autores plagiados e às suas instituições de origem.
