Efectos de la formación académica y del género sobre las destrezas de razonamiento científico de los estudiantes de secundaria: un estudio piloto
DOI:
https://doi.org/10.37177/UNICEN/EB32-316Palabras clave:
destrezas de razonamiento científico, formación académica, género, educación secundariaResumen
En este estudio se intenta determinar el nivel de las habilidades de razonamiento científico de los estudiantes de educación secundaria y analizar la influencia de la formación académica y del género sobre dichas habilidades. También se pretende conocer las habilidades que presentan mayor dificultad para estos estudiantes. Han participado 122 estudiantes españoles de cuatro niveles académicos diferentes entre 8º y 11º grado (edades entre 13 y 17 años) a los que se ha administrado el cuestionario de habilidades de razonamiento científico propuesto por Hanson (2016). De las puntuaciones obtenidas en el cuestionario y del ANOVA realizado puede concluirse que: a) el nivel medio de habilidades de razonamiento científico no parece el apropiado; b) la formación académica tiene un efecto significativo sobre dichas habilidades; y c) el género no produce diferencias significativas. A partir del índice de dificultad de los ítems del cuestionario se localizan las destrezas más problemáticas para los estudiantes. Por último, se discuten las posibles implicaciones didácticas que se derivan del estudio.
Citas
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Strom, A. R., & Barolo, S. (2011). Using the game of mastermind to teach, practice, and discuss scientific reasoning skills. PLoS biology, 9 (1), e1000578.
Van der Stel, M., Veenman, M. V., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM, 42 (2), 219-229.
Veenman, M. V., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15 (2), 159-176.
Wenning, C. J. & Vierya, R. (2015). Teaching High School Physics, Volume 1. Normal, Illinois: Authors.
Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20 (1), 99-149.
American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford University Press.
Amsel, E., Klaczynski, P. A., Johnston, A., Bench, S., Close, J., Sadler, E., & Walker, R. (2008). A dual-process account of the development of scientific reasoning: The nature and development of metacognitive intercession skills. Cognitive Development, 23 (4), 452-471.
Bao, L., Cai, T., Koenig, K., Fang, K., Han, J., Wang, J., & Wang, Y. (2009). Learning and scientific reasoning. Science, 323 (5914), 586-587.
Beaumont-Walters, Y., & Soyibo, K. (2001). An analysis of high school students' performance on five integrated science process skills. Research in Science & Technological Education, 19 (2), 133-145.
Benford, R., & Lawson, A. E. (2001). Relationships between effective inquiry use and the development of scientific reasoning skills in college biology labs. Report to the National Science Foundation, Grant DUE 9453610. https://files.eric.ed.gov/fulltext/ED456157.pdf
Chen, Y. C., Pan, Y. T., Hong, Z. R., Weng, X. F., & Lin, H. S. (2020). Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching. Research in Science & Technological Education, 38 (2), 185-207.
Chi, S., Wang, Z., Liu, X., & Zhu, L. (2017). Associations among attitudes, perceived difficulty of learning science, gender, parents’ occupation and students’ scientific competencies. International Journal of Science Education, 39 (16), 2171-2188.
Duncan, D., & Arthurs, L. (2012). Improving student attitudes about learning science and student scientific reasoning skills. Astronomy Education Review, 11, 010102.
Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016). Fostering scientific reasoning in education–meta-analytic evidence from intervention studies. Educational research and evaluation, 22(5-6), 333-349.
Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., Pankofer, S., Fisher, S., Strijbos, J. W., Heene, M., & Eberle, J. (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45.
Gil, D., & Vilches, A. (2006). Educación ciudadana y alfabetización científica. Mitos y realidades. Revista Iberoamericana de Educación, 42, 31-53.
Hanson, S (2016). Assessment of scientific reasoning skills of High School Science students: A standardized assessment instrument (tesis de máster). Illinois State University, Normal, Illinois, USA. https://ir.library.illinoisstate.edu/etd/506
Holbrook, J. & Rannikmäe, M. (2007). Nature of science education for enhancing scientific literacy. International Journal of Science Education, 29 (11), 1347 – 1362.
Hsieh, F. P., Lin, H. S., Liu, S. C., & Tsai, C. Y. (2019). Effect of peer coaching on teachers’ practice and their students’ scientific competencies. Research in Science Education, 1-24. https://doi.org/10.1007/s11165-019-9839-7
Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig, E.Klieme, & D. Leutner (Eds.), Assessment of competencies in educational contexts, pp. 3-22. Göttingen: Hogrefe.
Krell, M., Dawborn-Gundlach, M., & van Driel, J. (2020). Scientific Reasoning Competencies in Science Teaching. Teaching Science: The Journal of the Australian Science Teachers Association, 66 (2), 32-42.
Manassero, M. A., & Vázquez, A. (2002). Instrumentos y métodos para la evaluación de las actitudes relacionadas con la ciencia, la tecnología y la sociedad. Enseñanza de las Ciencias, 20 (1), 15-27.
Manassero, M. A., Vázquez, A., & Acevedo, J. A. (2001). Avaluació dels temes de ciència, tecnologia i societat, Palma de Mallorca: Conselleria d’Educació i Cultura del Govern de les Illes Balears.
Miller, J. (1998). The measurement of civic scientific literacy. Public Understanding of Science, 7 (3), 203-223.
National Research Council. (1996). National science education standards. Washington, D.C.: National Academy Press.
Nieminen, P., Savinainen, A., & Viiri, J. (2013). Gender differences in learning of the concept of force, representational consistency, and scientific reasoning. International Journal of Science and Mathematics Education, 11 (5), 1137-1156.
OECD (2019). PISA 2018. Assessment and Analytical Framework, PISA. París: OECD Publishing. https://doi.org/10.1787/b25efab8-en
Opitz, A., Heene, M., & Fischer, F. (2017). Measuring scientific reasoning–a review of test instruments. Educational Research and Evaluation, 23 (3-4), 78-101.
Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking Skills and Creativity, 10, 265-279.
Piekny, J., & Maehler, C. (2013). Scientific reasoning in early and middle childhood: The development of domain‐general evidence evaluation, experimentation, and hypothesis generation skills. British Journal of Developmental Psychology, 31 (2), 153-179.
Piraksa, C., Srisawasdi, N., & Koul, R. (2014). Effect of Gender on Students’ Scientific Reasoning Ability: A case study in thailand. Procedia-Social and Behavioral Sciences, 116 (1), 486-491
Quintanilla, M.; Izquierdo, M., & Adúriz, A. (2014). Directrices epistemológicas para promover Competencias de Pensamiento Científico en las aulas de ciencias. En M. Quintanilla (Ed.). Las Competencias de Pensamiento Científico desde las ‘emociones, sonidos y voces’ del aula, pp. 15-30. Santiago de Chile: Editorial Bellaterra.
Solaz-Portolés, J. J., & Selfa, B. (2016). Estudio exploratorio de la asimilación de conceptos básicos en la alfabetización científica: el caso de un centro de educación secundaria público. Revista de Pedagogía, 37 (100), 91-109.
Strom, A. R., & Barolo, S. (2011). Using the game of mastermind to teach, practice, and discuss scientific reasoning skills. PLoS biology, 9 (1), e1000578.
Van der Stel, M., Veenman, M. V., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM, 42 (2), 219-229.
Veenman, M. V., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15 (2), 159-176.
Wenning, C. J. & Vierya, R. (2015). Teaching High School Physics, Volume 1. Normal, Illinois: Authors.
Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20 (1), 99-149.
Publicado
2021-10-14
Cómo citar
Rodríguez Esteban, J., Solaz Portolés, J. J., & Sanjosé López, V. (2021). Efectos de la formación académica y del género sobre las destrezas de razonamiento científico de los estudiantes de secundaria: un estudio piloto: Array. ESPACIOS EN BLANCO. Revista De Educación, 1(32), 79–90. https://doi.org/10.37177/UNICEN/EB32-316
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