Is air matter? Development of scientific practices to overcome barriers in science learning
This research presents a sequence of activities to work on the concept of matter in secondary education with students from the Inclusive Learning Program in Aragon (Spain). This program accommodates students who have encountered barriers to learning science compared to conventional approaches. An ad...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45314 |
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I10-R316-article-453142024-06-18T11:35:48Z Is air matter? Development of scientific practices to overcome barriers in science learning ¿El aire es materia? Desarrollo de las prácticas científicas para superar barreras en el aprendizaje de las ciencias Pozuelo Muñoz, Jorge Matter Air Scientific practices Didactic proposal Barriers to learning Materia Aire Prácticas científicas Propuesta didáctica Barreras para el aprendizaje This research presents a sequence of activities to work on the concept of matter in secondary education with students from the Inclusive Learning Program in Aragon (Spain). This program accommodates students who have encountered barriers to learning science compared to conventional approaches. An ad hoc sequence is proposed with a dual objective: to work on knowledge related to matter through scientific practices of argumentation, inquiry, and modeling; and to use these practices as a tool to facilitate overcoming potential barriers to learning in science. The didactic methodology used was inquiry-based learning. The research employs qualitative analysis of video recordings. Emerging categories have been established that allow us to conclude the difficulties in identifying magnitudes that define matter, especially "air". The sequence has addressed these difficulties through experimental demonstrations designed by the students themselves, which they later constructed and presented. It has been observed that working with scientific practices has allowed for the direction of individual potential, both procedurally and conceptually. This has contributed to overcoming some barriers to learning science in general and the concepts of matter and air in particular. Esta investigación presenta una secuencia de actividades para trabajar el concepto de materia en educación secundaria con alumnado del Programa de Aprendizaje Inclusivo en Aragón (España). Este programa acoge a alumnado que ha encontrado barreras para aprender ciencias frente a propuestas usuales. Se plantea una secuencia ad hoc con doble objetivo: trabajar los conocimientos vinculados a la materia mediante las prácticas científicas de argumentación, indagación y modelización; y usar las prácticas como herramienta para facilitar la superación de posibles barreras para el aprendizaje en ciencias. La metodología didáctica ha sido el aprendizaje por indagación. La investigación usa un análisis cualitativo de grabaciones de vídeo. Se han establecido categorías emergentes que permiten concluir las dificultades para identificar magnitudes que definan la materia, en especial, el “aire”. La secuencia ha trabajado con estas dificultades mediante demostraciones experimentales diseñadas por el propio alumnado, que después construyeron y expusieron. Se ha observado que trabajar las prácticas científicas ha permitido dirigir el potencial individual, en lo procedimental y conceptual. Ello ha contribuido a superar algunas barreras para el aprendizaje de la ciencia en general y los conceptos de materia y aire, en particular. Asociación de Profesores de Física de la Argentina 2024-06-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45314 10.55767/2451.6007.v36.n1.45314 Journal of Physics Teaching; Vol. 36 No. 1 (2024): January - June; 79-91 Revista de Enseñanza de la Física; Vol. 36 Núm. 1 (2024): Enero - Junio; 79-91 Revista de Enseñanza de la Física; v. 36 n. 1 (2024): Janeiro - Junho; 79-91 2250-6101 0326-7091 10.55767/2451.6007.v36.n1 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45314/45322 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45314/45287 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Matter Air Scientific practices Didactic proposal Barriers to learning Materia Aire Prácticas científicas Propuesta didáctica Barreras para el aprendizaje |
| spellingShingle |
Matter Air Scientific practices Didactic proposal Barriers to learning Materia Aire Prácticas científicas Propuesta didáctica Barreras para el aprendizaje Pozuelo Muñoz, Jorge Is air matter? Development of scientific practices to overcome barriers in science learning |
| topic_facet |
Matter Air Scientific practices Didactic proposal Barriers to learning Materia Aire Prácticas científicas Propuesta didáctica Barreras para el aprendizaje |
| author |
Pozuelo Muñoz, Jorge |
| author_facet |
Pozuelo Muñoz, Jorge |
| author_sort |
Pozuelo Muñoz, Jorge |
| title |
Is air matter? Development of scientific practices to overcome barriers in science learning |
| title_short |
Is air matter? Development of scientific practices to overcome barriers in science learning |
| title_full |
Is air matter? Development of scientific practices to overcome barriers in science learning |
| title_fullStr |
Is air matter? Development of scientific practices to overcome barriers in science learning |
| title_full_unstemmed |
Is air matter? Development of scientific practices to overcome barriers in science learning |
| title_sort |
is air matter? development of scientific practices to overcome barriers in science learning |
| description |
This research presents a sequence of activities to work on the concept of matter in secondary education with students from the Inclusive Learning Program in Aragon (Spain). This program accommodates students who have encountered barriers to learning science compared to conventional approaches. An ad hoc sequence is proposed with a dual objective: to work on knowledge related to matter through scientific practices of argumentation, inquiry, and modeling; and to use these practices as a tool to facilitate overcoming potential barriers to learning in science. The didactic methodology used was inquiry-based learning. The research employs qualitative analysis of video recordings. Emerging categories have been established that allow us to conclude the difficulties in identifying magnitudes that define matter, especially "air". The sequence has addressed these difficulties through experimental demonstrations designed by the students themselves, which they later constructed and presented. It has been observed that working with scientific practices has allowed for the direction of individual potential, both procedurally and conceptually. This has contributed to overcoming some barriers to learning science in general and the concepts of matter and air in particular. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2024 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45314 |
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| first_indexed |
2024-09-03T20:41:17Z |
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2024-09-03T20:41:17Z |
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