Analysis of scientific thinkig development in activities from the dicipline of Applied Physics

Abstract

This paper had the purpose to identify and characterize elements of scientific thinking in applied physics activities from an Oil & Gas industry undergraduate course with students in the third period. To conduct such investigation, ethnographic microanalysis was used, allowing close approach of students’ interaction. Audio and video recordings were made in laboratories where activities were conducted. We also applied a survey questionnaire to assess laboratory practices and the major difficulties students might face. In conclusion, modeling activities allowed three moments, in which the development of scientific thinking elements was perceptible. In those moments, the following elements were identified: evidence, inference, argument, analysis and investigation. Findings demonstrate that students had had no laboratory practice or contact with scientific methodology before starting university. In addition to that, final paper writing was chosen by 46% of the university students as the most difficult activity.