Impacto da motivação para aprender ciência, gênero e formação acadêmica no ensino médio, na formulação de questões de pesquisa
Palavras-chave:
Ensino médio, Educação científica, Formulação de questões de pesquisa, Motivação para aprender ciênciaResumo
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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