A Research Methodology on the Knowledge Construction Process in Linear Electrical Circuits Elaborated Based on the Piagetian Clinical Method

Authors

DOI:

https://doi.org/10.28976/1984-2686rbpec20171731037

Keywords:

Genetic Epistemology, Technology Education, Clinical Method, Electrical Circuits.

Abstract

This paper presents the research methods developed to investigate the knowledge construction process of students and how they understand the concept of internal resistance as represented by the everyday situation in which an electric shower causes the light of a light bulb to dim when turned on. The theoretical framework for this study is based on the Piagetian genetic epistemology and the linear circuit theory. The methodology was developed based on a qualitative approach, using the multiple-case study strategy. The semi-structured interviews were inspired by and adapted from the Piagetian clinical method in order to identify and analyze the students’ explanations and associations regarding the theoretical model that explains the phenomenon. The goal is to make this paper available for teachers as a reference material and an encouragement to reflect about their own teaching practices so they can develop pedagogical actions to assist the students’ learning process in vocational courses on Electricity, Electronics and similar areas in both secondary and higher education. The paper provides detailed information about the development and improvement of the data collection tool, includes answers from the subjects interviewed, reflects on the method’s concerns and benefits to allow for the grasp of knowledge of other points of view, and, finally, discusses the possibilities of developing activities that are more interactive and forward-looking for the students.

Downloads

Download data is not yet available.

References

Ballard, E., & Hodgson-Drysdale, T. (2011). Explaining electrical circuits. Science and Children, 48(8), 37–41.
Battro, A. M. (1978). Dicionário terminológico de Jean Piaget. São Paulo: Pioneira.
Bovet, M., Inhelder, B., & Sinclair, H. (1977). Aprendizagem e estruturas do conhecimento. São Paulo: Saraiva.
Delval, J. (2002). Introdução à prática do método clínico: Descobrindo o pensamento das crianças. Porto Alegre: Artmed.
Delval, J. (2010). Aprender investigando. In F. Becker, T. Marques, & B. Iwasko (Orgs.), Ser professor é ser pesquisador (pp. 115–128). Porto Alegre, RS: Mediação.
Garcia, R., & Piaget, J. (1987). Psicogênese e História das Ciências. Lisboa: Publicações Dom Quixote.
Globo Comunicação e Participações S.A. (s/d) Educação. Enem 2013: questão 75. Retrieved from http://educacao.globo.com/provas/enem-2013/questoes/75.html.
Gouveia, A. A. (2007). Dificuldades de aprendizagem conceitual em circuitos elétricos reveladas por meio de desenhos (Dissertação de Mestrado em Educação, Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática, Universidade Estadual de Londrina), Londrina.
Macedo, L. (2010). Ensaios construtivistas. 6. ed. São Paulo: Casa do Psicólogo.
Piaget, J. (1926). A representação do mundo na criança. Rio de Janeiro: Distribuidora Record de Serviços de Imprensa.
Piaget, J. (1975). A Teoria de Piaget. In L. Carmichael, Manual de Psicologia da Criança: Vol. 4. Desenvolvimento Cognitivo I. São Paulo, SP: Editora da Universidade de São Paulo.
Piaget, J. (1977). A Tomada de Consciência. São Paulo: Melhoramentos.
Piaget, J. (1978). Fazer e compreender. São Paulo: Melhoramentos.
Piaget, J. (1990). A formação do símbolo na criança. 3. ed. Rio de Janeiro: LTC Livros Técnicos e Científicos.
Piaget, J. (1998). Sobre a Pedagogia: Textos inéditos. São Paulo: Casa do Psicólogo.
Yin, R. K. (2001). Estudo de Caso: Planejamento e métodos. 2. ed. Porto Alegre: Bookman.

Downloads

Published

2017-12-20

How to Cite

Freiesleben, F. B., Becker, M. L. R., & Loder, L. L. (2017). A Research Methodology on the Knowledge Construction Process in Linear Electrical Circuits Elaborated Based on the Piagetian Clinical Method. Brazilian Journal of Research in Science Education, 17(3), 1037–1060. https://doi.org/10.28976/1984-2686rbpec20171731037

Issue

v. 17, n. 3 (2017): Setembro-Dezembro

Section

Artigos

License

The authors are responsible for the veracity of the information provided and for the content of the papers.

The authors who publish in this journal fully agree with the following terms:

  • The authors attest that the work is unpublished, that is, it has not been published in another journal, event notices or equivalent.
  • The authors attest that they did not submit the paper to another journal simultaneously.
  • The authors retain the copyright and grant to RPBEC the right of first publication, with the work licensed simultaneously under a Creative Commons Attribution License, which allows the sharing of the work with acknowledgment of authorship and initial publication in this journal.
  • The authors attest that they own the copyright or the written permission from copyright owners of figures, tables, large texts, etc. that are included in the paper.
  • Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (for example, to publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after the publication in order to increase the impact and citation of published work.

In case of identification of plagiarism, inappropriate republishing and simultaneous submissions, the authors authorize the Editorial Board to make public what happened, informing the editors of the journals involved, any plagiarized authors and their institutions of origin.