The Relationship between Students’ Views of the Nature of Science and their Views of the Nature of Scientific Measurement

Buffler, Andy; Lubben, Fred; Ibrahim, Bashirah

doi:10.1080/09500690802189807

Cited by 37 publications

(36 citation statements)

References 29 publications

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“…Quantoà amostra, diversamente de países como a Inglaterra [18, p. [22], Marineli e Pacca [23] e Laburú e Barros [24] há tentativas de explicar as origens da formação das idéias que sustentam esse paradigma. As explicações abrangem uma visão dos estudantes de mundo, de ciência, problemas de ordem cognitiva, não diferenciação entre medida física e contagem ou medida matemática, ou simplesmente resultam da falta de habilidade em lidar com instrumentos ou com teorias estatísticas utilizadas nos cálculos.…”

Section: Introductionunclassified

Superações conceituais de estudantes do ensino médio em medição a partir de questionamentos de uma situação experimental problemática

Laburú

Silva

Sales

2010

Rev. Bras. Ensino Fís.

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No ensino médio, professores de matérias científicas comumente abandonam atividades experimentais quantitativas e um dos principais motivos para isso acontecer se deve a pouca compreensão de como enfrentar com os estudantes o tratamento de dados experimentais. Nesse nível escolar, investigações em ensino de ciências voltadas às atividades experimentais que envolvem mensurações indicam que os estudantes vêm para a sala de aula com um conjunto de idéias problemáticas sobre medição, que se encontram reunidas na literatura com a denominação de paradigma Pontual. Tais idéias se encontram diametralmente opostas às científicas. Diante disso e considerando que as atividades experimentais permeiam muitos dos conhecimentos científicos, torna-se necessário o aprofundamento de estudos sobre o processo educacional relacionado à medição. Além de diferenciar-se de outras investigações quanto à amostra e metodologia empregada, esta pesquisa procura compreender até que ponto os alunos do primeiro ano do ensino médio conseguem construir uma aproximação com o conceito científico de medição, denominado de paradigma de Conjunto, quando estão envolvidas apenas questões provocativas e experimentos preparados para induzir essa construção.

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Section: Introductionunclassified

Superações conceituais de estudantes do ensino médio em medição a partir de questionamentos de uma situação experimental problemática

Laburú

Silva

Sales

2010

Rev. Bras. Ensino Fís.

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“…Buffler et al, relying on various studies, describe two profiles for university freshmen, related to their views of the nature of science (NOS) and of the nature of scientific measurement [14]: "Some students think that nature has its own laws which are discovered though observation, while measurement allows one to obtain 'real values'. For others, scientific theories are inventions devised by scientists based on observation, and measurement by nature supplies uncertain 'proofs'".…”

Section: Links Between Understanding Of the Role Of Measurement And Tmentioning

confidence: 99%

“…Several researchers [12,14] point out the links between epistemological reflection about the role of measurement and understanding of the nature of sciences. Buffler et al, relying on various studies, describe two profiles for university freshmen, related to their views of the nature of science (NOS) and of the nature of scientific measurement [14]: "Some students think that nature has its own laws which are discovered though observation, while measurement allows one to obtain 'real values'.…”

Section: Links Between Understanding Of the Role Of Measurement And Tmentioning

confidence: 99%

“…At the end of the period of compulsory education (ninth grade, ages [14][15] [4]. Later, for the "lycée" (lycée corresponds to students from 15 to 18 years old), the instructions point out the important place given to models and modeling "[…] The teaching of physics and chemistry gives a more important place to laws and models which allow to describe and to plan the nature's behavior (2nde, grade 10)" [5], and teachers have to introduce pupils to the scientific approach that is to "allow them to acquire skills about the three essential stages that are observation, modeling and action […] (terminale S, grade 12)" [6].…”

Section: Official Instructionsmentioning

confidence: 99%

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Learning physics : from the nature and origins of difficulties to an evolution of teaching

Munier¹

2016

Proceedings of Frontiers of Fundamental Physics 14 — PoS(FFP14)

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This paper deals with the difficulties encountered by students to develop and give meaning to models. We first present some results of a study conducted in a French university which points out students' difficulties to model a "real word" problem. In a second part we discuss the difficulties encountered by students when they have to construct a model from measurement data. For this we rely on research dealing with students difficulties concerning measurement and uncertainties, and we discuss how these difficulties can be an obstacle to understand the epistemological nature of models. In conclusion we propose some lines of thought for a teaching of physics taking into account more explicitly the question of models and modeling and allowing to develop students' reflection about the nature of science.

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“…This trust often results in students believing that these devices give them the one "true" value of a quantity, without doing any sort of check to confirm the reliability of the measurement. When students trust measurements as recording the "true" value, they tend to focus on following procedures and memorization rather than interpretation and explanation during laboratory investigations 6 . For introductory-level students, it may be too much to ask them to understand the full analog-to-digital conversion process that a measurement device does, and our course does not seek to teach such things.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Recipe-based Instruction in an Introductory Fluid Mechanics Laboratory

Johnson

Morphew

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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topics of interest to him include boundary layer turbulence over realistic rough surfaces, film cooling of gas turbine engines, pressure-sensitive paint, and development of new teaching methods in introductory mechanics courses. Dr. Johnson now works as a lecturer and lab manager in the Department of Mechanical Science and Engineering (MechSE) at the University of Illinois. While remaining interested and active in the field of experimental fluid mechanics, he has chosen to spend most of his professional energy on improving the teaching of thermo/fluids laboratory courses through the development of engaging and intellectually-stimulating laboratory exercises, as well as improving introductory mechanics education and design courses in the MechSE department. AbstractUndergraduate mechanics laboratory classes have frequently been taught with a primary goal of demonstrating principles successfully through experimentation and a secondary goal of teaching proper experimental techniques, among others. Historically, this set of priorities has motivated laboratory courses to provide students with prescribed experimental methods, i.e. a "recipe" to follow. Because mechanics principles are already taught in the associated lecture portion of our mechanics classes, demonstration of them in the laboratory may be considered redundant. Research has demonstrated that labs which encourage active learning and inquiry promote the development of higher order skills and may lead to better preparation for future learning. This paper describes an intervention where lab sections were randomly assigned to either receive a recipe or to follow their own laboratory procedures. Results indicate that students who were required to utilize their own laboratory procedures outperformed students who received a recipe on their lab reports. Educational implications for these findings are discussed.

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The Relationship between Students’ Views of the Nature of Science and their Views of the Nature of Scientific Measurement

Cited by 37 publications

References 29 publications

Superações conceituais de estudantes do ensino médio em medição a partir de questionamentos de uma situação experimental problemática

Superações conceituais de estudantes do ensino médio em medição a partir de questionamentos de uma situação experimental problemática

Learning physics : from the nature and origins of difficulties to an evolution of teaching

An Analysis of Recipe-based Instruction in an Introductory Fluid Mechanics Laboratory

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