Decisiones científico-tecnológicas y equilibrios en la ciencia y la tecnología: una propuesta basada en el desarrollo del pensamiento
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2022
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Investigações em Ensino de Ciências
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Ortega-Quevedo, V., Gil, C., y Vallés, C., (2022). Decisiones científico-tecnológicas y equilibrios en la ciencia y la tecnología. Una propuesta basada en el desarrollo del pensamiento. Investigações em Ensino de Ciências, 27(1), 223-244. Doi: 10.22600/1518-8795.ienci2022v27n1p223
Abstract
El objetivo principal de esta investigación es diseñar y evaluar una Secuencia de Enseñanza-Aprendizaje que permita a los estudiantes desarrollar el análisis argumental y el razonamiento verbal (capacidades de pensamiento crítico) y mejorar sus concepciones sobre Naturaleza de la Ciencia y la Tecnología (decisiones sobre aspectos científico-tecnológicos y existencia de equilibrios entre efectos positivos y negativos de la ciencia y la tecnología). El diseño metodológico es mixto y se aplican técnicas de investigación como la encuesta, la entrevista, la observación participante y el análisis documental. Los resultados del estudio muestran una evolución en aspectos concretos relacionados con las concepciones sobre la Influencia de la Ciencia y la Tecnología en la Sociedad (Naturaleza de la Ciencia y la Tecnología) de los estudiantes, así como de las capacidades de pensamiento crítico estudiadas (análisis argumental y razonamiento verbal), por lo que se concluye que el diseño didáctico implementado ha ayudado a los participantes a mejorar estos conocimientos y capacidades.
The main objective of this research is to design and evaluate a Teaching-Learning Sequence that allows students to develop argumentative analysis and verbal reasoning (critical thinking skills) and to improve their conceptions about the Nature of Science and Technology (decisions about scientific-technological aspects and the existence of trade-offs between positive and negative effects of science and technology). The methodological design is mixed and research techniques such as survey, interview, participant observation and documentary analysis are applied. The results of the study show an evolution in specific aspects related to the students' conceptions of the Influence of Science and Technology on Society (Nature of Science and Technology), as well as in the critical thinking skills studied (argumentative analysis and verbal reasoning), so it is concluded that the didactic design implemented has helped the participants to improve these knowledge and skills.
The main objective of this research is to design and evaluate a Teaching-Learning Sequence that allows students to develop argumentative analysis and verbal reasoning (critical thinking skills) and to improve their conceptions about the Nature of Science and Technology (decisions about scientific-technological aspects and the existence of trade-offs between positive and negative effects of science and technology). The methodological design is mixed and research techniques such as survey, interview, participant observation and documentary analysis are applied. The results of the study show an evolution in specific aspects related to the students' conceptions of the Influence of Science and Technology on Society (Nature of Science and Technology), as well as in the critical thinking skills studied (argumentative analysis and verbal reasoning), so it is concluded that the didactic design implemented has helped the participants to improve these knowledge and skills.