Impacto da motivação para aprender ciência, gênero e formação acadêmica no ensino médio, na formulação de questões de pesquisa

Autores

  • Kilian Defez Universitat de València
  • Joan Josep Solaz-Portolés Universitat de València
  • Vicente Sanjosé López Universitat de València

Palavras-chave:

Ensino médio, Educação científica, Formulação de questões de pesquisa, Motivação para aprender ciência

Resumo

As habilidades de investigação científica são fundamentais para a alfabetização científica dos cidadãos. Uma dessas habilidades, a formulação de questões de pesquisa, é o ponto de partida dos processos de investigação científica. Por esta razão, os objetivos deste estudo concentraram-se na avaliação da capacidade dos alunos do ensino médio de formular questões de pesquisa e na análise da influência do gênero, do nível acadêmico e da motivação para aprender ciência sobre esta capacidade. Um total de 167 alunos do ensino médio (8ª, 9ª e 10ª séries, com idades entre 13 e 16 anos) participaram. Todos eles foram administrados dois instrumentos, um para determinar a capacidade de formular perguntas de pesquisa, e outro para medir a motivação para aprender ciência. A partir de uma análise das correlações entre as variáveis e uma análise de regressão, pode-se concluir que: a) a capacidade dos estudantes de formular questões de pesquisa é baixa; e b) somente o nível acadêmico dos estudantes tem uma influência significativa em sua capacidade de formular questões de pesquisa.

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Biografia do Autor

Kilian Defez , Universitat de València

Máster en Formación del Profesorado de Educación Secundaria. Universitat de València, España. ORCID https://orcid.org/0000-0002-3924-7663

Joan Josep Solaz-Portolés, Universitat de València

Professor Titular de Didáctica de las Ciencias Experimentales. Doctor en Química (Didáctica de las Ciencias). Depto. Didáctica de las Ciencias, Universitat de València, España. ORCID https://orcid.org/0000-0003-4690-6556

Vicente Sanjosé López, Universitat de València

Catedrático de Didáctica de las Ciencias Experimentales. Doctor en Física. Depto. Didáctica de las Ciencias, Universitat de València, España. ORCID https://orcid.org/0000-0003-3806-1717

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Publicado

2021-10-19

Como Citar

DEFEZ , K.; SOLAZ-PORTOLÉS, J. J.; SANJOSÉ LÓPEZ, V. Impacto da motivação para aprender ciência, gênero e formação acadêmica no ensino médio, na formulação de questões de pesquisa. Revista Internacional de Pesquisa em Didática das Ciências e Matemática, [S. l.], v. 2, p. e021018, 2021. Disponível em: https://periodicoscientificos.itp.ifsp.edu.br/index.php/revin/article/view/564. Acesso em: 1 dez. 2021.