Critical thinking in Science education and Mathematics education: research trends of 2010-2019

Broietti

2021

SEI

Self Cite

Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the last decade is relevant. Thus, 44 articles from international journals in Science Education in the last decade (2010-2019) were analyzed. This review focuses on the specific research contexts of these articles. The research objectives were: I) To identify in which contexts the authors carried out research involving Scientific Practices and II) To critically discuss the research contexts of Scientific Practices and find research gaps. For this, a systematic literature review was conducted, guided by Bardin's Content Analysis (2011) and the guide to a systematic review by Okoli (2015). Regarding the contexts, six categories were identified: Scientific Practices and teaching proposals (C1); Scientific Practices and distinct theoretical frameworks (C2); Scientific Practices and students (C3); Scientific Practices and assessments (C4); Scientific Practices and teachers (C5); and Scientific Practices and the curriculum (C6). There was a predominant trend to relate Scientific Practices and teaching proposals (38.6%) and Scientific Practices and different theoretical frameworks (22.7%), totaling more than 61% of the analyzed articles. Research gaps have been identified, such as the need for further research on the relationship between Scientific Practices and students (learning) and Scientific Practices and teachers (teaching). Research in this regard can help to clarify: How have students engaged in Scientific Practices? How can teaching be organized to promote Scientific Practices? And what are the relationships between Scientific Practices, school subjects and specific content? The findings of the study revealed that a greater diversity of research contexts is necessary to fully understand the connections between Scientific Practices and the many dimensions involved in Science Education. It was found that there is a need for more research that addresses Scientific Practices as its main focus, considering the importance the concept is given in guiding documents.

Section: Methodology and Analytical Proceduresmentioning

confidence: 99%

Scientific Practices in Science Education Publications: An Analysis of Research Contexts

Broietti

2021

SEI

Self Cite

“…In step 5, Inventories were used to systematically extract the relevant data for the analysis of the articles. An inventory was filled out for each article in order to understand the use of the term Scientific Practices in the publications, as well as to identify the understandings of Scientific Practices in the field, as followed in other similar studies (Sousa & Vieira, 2019;Costa et al, 2020a;Costa et al, 2020b). For that, the word "practice" was searched in each article and all paragraphs that contained that term were read and transcribed into the inventory.…”

Section: ) Write Reviewmentioning

confidence: 99%

Towards Greater Understandings of Scientific Practices in Science Education: An Analysis of the Publications

Broietti

2022

Acta Sci.

Background: Educational guiding documents in Science Education (NRC, 2012; NGSS, 2013) have given great importance to Scientific Practices. Thus, a greater understanding of what the scientific community understands as Scientific Practices is relevant. Objectives: I) To analyse the understandings of the term Scientific Practices in Science Education publications of the last decade (2010-2019); II) to synthesize convergent and divergent points regarding the understandings of Scientific Practices in the literature; and III) to critically discuss trends among the understandings of Scientific Practices in the field of Science Education. Design: a qualitative investigation based on Okoli (2015) and Bardin (2011). Setting: 44 articles published in international Science Education journals in the last decade (2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019). Data collection and analysis: An inventory was filled out for each article in order to understand the use and understandings of the term Scientific Practices in the field. Results: Three categories emerged regarding the understandings: Articles that presented understandings of Scientific Practices aligned with the National Research Council (NRC) (D1); Articles that presented other understandings of Scientific Practices (D2), based on sociological, philosophical and historical references; and Articles that did not present their understandings of Scientific Practices (D3), although the term was used throughout the text. Conclusions: Understandings of Scientific Practices aligned with the NRC's discussions represent the dominant conceptualization among the research (59.1%), however clear and explicit definitions for Scientific Practices, as well as deepening the theoretical discussions of Scientific Practices is still required in Science Education publications due to the different understandings present in the field.

“…According to Ennis (1985, p. 45) critical thinking is a form of "reflective and rational thinking that focuses on defining what to believe". For Costa, Obara and Broietti (2020), these skills are relevant for science learning, particularly critical thinking, as this skill is related to the subject's ability to become a participating and active citizen in society, through scientific modernity.…”

Section: For Valente (2018)mentioning

confidence: 99%

Faraday’s Laws and the Flipped Classroom: A proposal for distance learning

Cabral¹,

Assaí²,

2021

RSD

Self Cite

The present article describes a proposal for teaching Faraday’s Laws, within electrolysis content, using the Flipped Classroom methodology. This proposal was developed in completely distance learning lessons, in Chemistry, with two High School classes in the third year. In addition, this article conducts a bibliographic mapping of the presence of previous works with the methodology and contents discussed. The mapping of articles was important to reveal a gap in the literature regarding the presence of studies involving Faraday’s Laws and the Flipped Classroom. With the absence of previous articles, this article developed a pioneering proposal in the field, where the Flipped Classroom highlighted the development of conceptual contents about Faraday’s Laws and stimulated the active participation of students in distance learning. Finally, with the work developed, the potential of the Flipped Classroom as a methodology to be used in Chemistry Teaching was noted, mainly in the teaching of Faraday’s Laws in electrochemistry.