Pols et al. (2022): ficha de referencia
Referencia (APA 7): Pols, C., Dekkers, P., & de Vries, M. (2022). ‘Would you dare to jump?’ Fostering a scientific approach to secondary physics inquiry. International Journal of Science Education, 44(9), 1481–1505. https://doi.org/10.1080/09500693.2022.2083251
Capítulo: Cap. 1 – Antecedentes; Cap. 2 – Marco teórico; Cap. 3 – Método (referencia) · Subcategorías: 2.3.1 Competencias experimentales (concepto y dimensiones); 3.a Investigación basada en diseño y métodos mixtos; A3 Competencias experimentales e indagación con simuladores · Mapa: MOC - Mapa de contenidos
Nueva en la lista definitiva (sesión 3)
Promovida desde apoyo (sesión 3). Por qué entra: Diseño experimental en secundaria; dimensiones de la competencia.
PDF pendiente
No hay versión abierta que se pueda descargar: pedirla por la biblioteca UTE (José Luis) o la UNAD (Camilo). Cuando llegue el PDF, se adjunta en Zotero (quitando la etiqueta
pdf: pendiente) y esta ficha se convierte en nota consolidada con citas por color y grabador de reflexión.
Aporte a la tesis
Aporta la dimensión epistémica de la competencia experimental (confiabilidad, calidad de datos); ejemplo de estudio de diseño en física de secundaria.
Resumen del autor
Resumen tomado de OpenAlex, en el idioma original.
Secondary school students often only use the rules for doing scientific inquiry when prompted, as if they fail to see the point of doing so. This qualitative design study explores conditions to address this problem in school science inquiry. Dutch students (N = 22, aged 14–15) repeatedly consider the quality of their work: in a conventional, guided inquiry approach; by evaluating their conclusion in terms of the contextual purpose of the investigation; as consumers of knowledge facing the (hypothetical) risk of applying the findings in the real world. By gauging students’ confidence in the inquiry’s trustworthiness, we established that, while each confrontation instigated some students to (re)consider the quality of their inquiry, the final stage had the greatest impact. Students came to see that finding trustworthy results is essential, requiring scientific standards. The scientific quality of their inquiries was described, weaknesses identified and compared with the improvements students themselves proposed for their inquiries. While the improvemens were expressed in non-specific terms these align with a scientific perspective. Students now wanted to find trustworthy answers by exploiting scientific standards. In enabling students to engage successfully in basic scientific inquiry, finding ways to establish students’ mental readiness for attending to the quality of their scientific claims, and of personalised scientific criteria for their assessment, is indispensable.