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.
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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.
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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.
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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.
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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.
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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
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2017-08-31
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Como Citar
Revisão Sistemática de Trabalhos sobre Concepções de Natureza da Ciência no Ensino de Ciências. (2017). Revista Brasileira De Pesquisa Em Educação Em Ciências, 17(2), 579-619. https://doi.org/10.28976/1984-2686rbpec2017172579
