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En este trabajo se describe una experiencia de indagación cooperativa encaminada a promover la participación del alumnado de secundaria en las prácticas científicas y se analizan los desempeños del alumnado relativos a la práctica de indagación. La actividad consiste en averiguar cuál sería la mejor pelota saltarina para ganar un concurso y se lleva a cabo en un aula de 4º de ESO durante tres sesiones de 50 minutos encaminadas a la preparación de la experiencia, su realización y la comunicación de los resultados. Para el análisis se examinan las producciones escritas de los estudiantes utilizando una rúbrica. Los resultados principales muestran bajos niveles de desempeño en los grupos, especialmente aquéllos relacionados con la planificación de la investigación y el establecimiento de conclusiones., This research describes a cooperative inquiry experience aimed at engaging high school students in scientific practices and analyses students' performances related to the practice of inquiry. The task consists of investigating which ball would be the best to win a bouncing contest and it is carried out in three 50-minute sessions aimed at preparing the experience (planning), its implementation and communicating the obtained results. For the analysis students’ written responses are examined by means of a rubric. The main results highlight low levels of performance, especially those related to planning the investigation and drawing conclusions.

This thesis examines scientific and reasoning practices, as well as epistemic actions while students learn genetics and evolution to explain diverse human diseases. The research aims to advance biology education research on modelling and argumentation in this context, particularly on the interactions between both practices. The introduction of rhetoric to the analysis of argumentation and the application of the three worlds of knowledge framework in modelling constitute the main contributions of this research. The results show that the use of evidence plays a central role in modelling gene expression and point to students' difficulties in moving through biological levels of organization when reasoning about genetics and evolution.

"Mysteries of the conductive thread" is an activity, which engages students in scientific and engineering practices. It follows the steps of the process called Investigative Science Learning environment (ISLE), a framework for science inquiry learning, that mirrors the work of an expert. Research in this thesis investigates how the reasoning in the activity "Mysteries of the conductive thread" of electrical engineering students differs from the reasoning those of physics students, how the reasoning of traditionally taught students differ from students that are familiar with ISLE process and wether a motivational introduction affects students success in problem solving. We compared eight case studies. All of the case studies were conducted with groups of three students, who were videotaped while solving tasks of the given activity. With analyzing the videos we found out that physics students observed and explained more patterns, used more representations and tested the explanations to the higher degree, but also that electrical engineering students developed a better feeling for the quantities throughout their studies. We observed that mostly only ISLE students predicted the outcomes of the testing experiments and tested an explanation with multiple testing experiments. They were also the only ones that proposed multiple explanations for a single phenomenon. Furthermore, we observed that there was no difference in the success of problem solving between the students with and without the motivational introduction and also that students were all equally successful in proposing applications of the conductive thread, no matter whether they learned about the physics of the conductive thread through their own investigation or were given an explanation about it in a traditional lecture. Nedavno objavljena aktivnost "Skrivnosti prevodne niti" vključuje tako znanstvene, kot tudi inženirske elemente. Sledi korakom procesa, ki je sestavni del ISLE (ang. Investigative science learning environment). ISLE je ogrodje za učenje fizike, ki simulira delo znanstvenikov. V tem magistrskem delu smo raziskovali podobnosti in razlike v pristopu k aktivnosti "Skrivnosti prevodne niti" med študenti fizike in študenti elektrotehnike. Primerjali smo tudi pristop študentov, ki so imeli izkušnje le s klasičnim, frontalnim poukom, in pristop študentov, ki imajo tri semestre izkušenj s procesom ISLE. Poleg tega je bil eden izmed ciljev magistrske naloge še preveriti ali motivacijski uvod vpliva na uspešnost študentov pri reševanju problema. Primerjali smo delo osmih skupin s tremi študenti v posamezni skupini. Študije vseh primerov so bile narejene tako z neposrednim opazovanjem dela študentov, kot tudi s snemanjem in kasnejšo videoanalizo njihovega dela. Ugotovili smo, da so študetni fizike opazili in razložili več različnih lastnosti prevodne niti, svoje razmišljanje podprli z več različnimi reprezentacijami in bolj temeljito testirali svoje razlage. Ugotovili smo tudi, da so študenti elektrotehnike v času svojega študija razvili boljši občutek za velikost fizikalnih količin povezanih z analizo električnih vezij. Opazili smo, da so večinoma le študenti z izkušnjami s procesom ISLE napovedali (artikulirali) izide testnih poskusov. Ti študenti so bili tudi edini, ki so predlagali več različnih razlag za opažen pojav. Poleg tega smo opazili še, da ni nobne razlike med uspešnostjo pri reševanju problemov med študenti z in študenti brez motivacijskega uvoda in tudi, da so vsi študenti bili enako uspešni pri iskanju načinov uporabe prevodne niti, ne glede na to ali so se o fiziki prevodne niti naučili ob aktivnosti ali pa so o fiziki prevodne niti slišali na tradicionalnem predavanju.

UID/SOC/04647/2019 DL 57/2016/CP1453/CT0077 Synergies between globalization and knowledge economy were suggested to direct biomedical research towards economically-interested activities. In this context, research in malaria, a disease endemic to poverty, may be at a paradoxical stance. This study addresses this issue assessing whether malaria research is driven by the accumulation of economic and/or other forms of capital. Drawing upon academic and epistemic capitalism, malaria research is characterized through the analysis of all Web of science-indexed publications involving Portuguese organizations (1900-2014; n=467). First, data was systematized by content and bibliometric analyses. Subsequently, multiple correspondence analysis revealed a bi-dimensional landscape (who's publishing; what's published) and cluster analysis identified three profiles (beginners; local appropriations; global science). This study reveals the construction of Portugal's scientific system and unveils the assimilation of dominant modes of organizing, doing and thinking despite malaria's research low profit potential. Extending this approach to other biomedical fields can unravel the dimensions underlying science's (re)construction. publishersversion published

A partir de la epistemología de Karl Popper y la teoría de los Mecanismos Sociales presentamos un modelo que, situado desde el espacio técnico de la labor científica, propone una re-interpretación de las prácticas investigativas. Para ello planteamos una lógica de “mecanismos socio-epistémicos” que apuntan a resignificar los procesos de falsabilidad, demarcación y convención de la epistemología popperiana, toda vez que constituyen procesos y subprocesos que ocurren en dimensiones muy acotadas de operaciones y decisiones científicas. Con lo anterior, pretendemos relevar la centralidad de la dimensión internista de la labor científica, lo que implica pensar en una nueva crítica racionalista, alejada de la lógica formal, pero enfocada en la interpretación in situ o situacional de la producción de conocimiento. Es lo que podríamos llamar una “epistemología de bajo alcance”. From the epistemology of Karl Popper and the theory of Social Mechanisms, we present a model, placed from the technical space of scientific work that proposes a re-interpretation of the investigative practices. For this purpose, we advance a logic of "socio-epistemic mechanisms" that aims to re-signify the processes of falsifiability, demarcation and convention of Popperian epistemology, since they constitute processes and subprocesses that occur in very limited dimensions of scientific operations and decisions. With the above, it is intended to relieve the centrality of the internist dimension of scientific work, which implies thinking of a new rationalist critique, far from formal logic, but focused on the in situ or situational interpretation of knowledge production. It is what we might call a "low-level epistemology".

As part of curriculum reforms, models and modelling (MoMo) are playing an increasingly prominent role in science education. Through a questionnaire study, this paper investigates lower secondary school teachers' (n = 246) perceived practices of, rationales behind, and possibilities for working with MoMo in the context of the revised science curriculum. Our findings suggest that: (1) teachers prioritize the subject-specific knowledge embedded in models over and above the modelling process and meta-knowledge; (2) teachers prioritize engaging students in MoMo activities for descriptive rather than predictive purposes; (3) the process of designing, evaluating and revising models based on students' own inquiry only plays a minor role in teachers' practice and; (4) a content-heavy curriculum and multiple-choice exam are counterproductive to teachers' efforts to implement a more competence-oriented approach to MoMo. Our study also sheds light on, and discusses implications for, how to enhance teachers' possibilities of teaching for modelling-competence.

[Resumen] En este artículo se presentan y discuten los resultados del análisis de un examen de alumnado de 1º de la ESO de dos cursos consecutivos. El examen se modificó en el segundo curso a partir de los resultados del primer año. Se analizó la utilización de ideas clave del modelo cinético-corpuscular en dibujos, descripciones y explicaciones de fenómenos de dilatación térmica. En el primer estudio muchos alumnos hicieron dibujos que expresaban las ideas del modelo consensuadas en clase y más de la mitad del alumnado usó en sus explicaciones todas las ideas clave en la interpretación de los fenómenos. Además, casi la mitad del alumnado usó todas las ideas en preguntas de aplicación. En el segundo estudio, en los dibujos hubo más dificultades en el alumnado de una de las profesoras, que era novel, y más en hacerlos que en explicar lo observado en dibujos impresos. En las explicaciones se detectaron distintos niveles de desempeño, siendo mejores las del alumnado de la profesora experimentada. [Abstract] This article discusses the results of the analysis of an exam of four groups of 11-12 year-old students, two with an experienced teacher and two with a novice teacher. The use of key ideas of the kinetic-corpuscular model in diagrams was analysed, as well as descriptions and explanations of thermal expansion phenomena. In the drawings, the representation of separation and movement of particles was recorded. There were more difficulties in the students whose teacher was novice, and more in doing them than in explaining what was observed in printed drawings. In the descriptions, there were students that only indicated what they saw, but others included the relationship of temperature and volume changes. In explanations, the use of key ideas of the model was recorded, and they were considered appropriate if the causality of the ideas was correct and its expression was consistent. Different levels of performance were detected, being better those of the students of the experienced teacher

En este trabajo se describe una experiencia en el aula encaminada a promover la participación del alumnado de secundaria en la práctica científica de argumentación, utilizando como contexto la seguridad alimentaria. Se presenta una secuencia de cuatro actividades para poner en práctica en los cursos 4º de ESO y 1º de Bachillerato en las asignaturas optativas de Ciencias Aplicadas para la Actividad Profesional (CAAP) y Cultura Científica (CC), que pretenden servir como recurso al profesorado de ciencias interesado en introducir el enfoque de aprendizaje a través de las prácticas científicas. La utilidad de la experiencia radica en la construcción del conocimiento por parte del alumnado a través de la reflexión y la justificación de cuestiones socio-científicas relacionadas con la seguridad alimentaria., This research describes a classroom experience aimed at engaging high school students in the scientific practice of argumentation, using food safety as framework. A sequence of four activities is presented, in order to be used in 10th and 11th grade in the optional subjects of Applied Sciences for Professional Activity and Scientific Culture. This pretends to be a resource for science teachers who are interested in the introduction of learning approaches through scientific practices. This experience proves its usefulness in that students are able to build knowledge through reflection and justification of socio-scientific issues related to food safety.

Inquiry-based learning (IBL) strategies are dealt with in our research about Experimental Activities (ExA) in prospective primary teachers´ (PPT) Science training. To determine the quality of a sequence of several ExA programed a pilot study was conducted. This paper shows some of the results obtained. Sixty-three PPTs were initiated in scientific practices. Implementation was ensured by progressive scaffolding, instruction and interim data. Instrument for data collection consisted of the open-ended (but oriented) reports of the groups about the activities done. Several aspects of IBL were studied with our project: Problems, hypotheses, variable identification, control of variable strategy (CVS), and degree of coherence when drawing conclusions (CinC). This paper concerns the latest. Results showed that the CVS, as well as the CinC were difficulties detected in most of the groups at the beginning of the training program. ‘Ad hoc’ instruction and scaffolding were implemented with the aim of addressing each of this difficulties. But growing demand for high order processes were required throughout the implementation of the ExA sequence, as less teacher-guided ExAs were done. Competence skills in IBL of PPTs improved to a different degree depending on the familiarity with the topic addressed in de ExA Institut für Mathematische Bildung Freiburg (IMBF) MaSDiV project (Erasmus+ GA no 2016-2927/003-001) Deutsches Zentrum für Lehrerbildung Mathematik (DZLM) Freiburg Advanced Center of Education (FACE)

Donada la importància actual de l'ús de projectes escolars per l'ensenyament de Ciències, en aquest article es vol reflexionar sobre les implicacions que té el seu disseny per fomentar unes pràctiques que siguin científiques. A partir d'una revisió bibliogràfica es presenten i discuteixen 3 enfocaments actuals d'Aprenentatge Basat en Projectes (ABP) en l'educació científica a través dels diferents elements que caracteritzen aquesta metodologia. Considering the spreading use of school projects to Science teaching, this article wants to reflect upon the implications of project design so as to foster scientific practices. For that purpose, three current project-based learning approaches for Science teaching and learning are discussed regarding the available literature. Design examples regarding the main characterising elements of PBL are also presented.

The study aimed to investigate the effect of Unit Designed according to the Integrated Approach STEM on Scientific Practices Improvement among female Ninth-grade students, used the experimental approach (the Quasi-experimental Design), the study used the Content analysis tool, Scientific practices List and Scientific practices observation card as tools, The study was conducted on 40 female ninth-grade students from Taiba Secondary School for girls, Results showed statistically significant differences at significance level (α =0.01) between the average scores of the scientific practices of the experimental group students in the pre- and post- application of Scientific Practices Observation card, And that the teaching of science in the direction of STEM has a significant impact (ƞ² = 0.79). The study aimed to investigate the effect of Unit Designed according to the Integrated Approach STEM on Scientific Practices Improvement among female Ninth-grade students, used the experimental approach (the Quasi-experimental Design), the study used the Content analysis tool, Scientific practices List and Scientific practices observation card as tools, The study was conducted on 40 female ninth-grade students from Taiba Secondary School for girls, Results showed statistically significant differences at significance level (α =0.01) between the average scores of the scientific practices of the experimental group students in the pre- and post- application of Scientific Practices Observation card, And that the teaching of science in the direction of STEM has a significant impact (ƞ² = 0.79).

The aim of this paper is limited to the assessment of some science process and skills that prospective Primary teachers (PPTs) should develop. Sixty three PPTs were initiated in scientific practices through Inquiry based Learning (IBL) in groups. This training was started with the so named guided experimental activity (ExA1): ‘Stratification and segregation by mechanical agitating: Which takes precedence: the heavier or the lighter? Don't push yourself too hard, shake them and they´ll detach themselves!. Instrument for data collection consisted of an open ended questionnaire titled What have we learned?, one questionnaire per group, completed during the class following the implementation of the ExA. The results showed that most of the groups identified the relevant variables that may affect the segregation of the objects in the shaking granular material. But vast majority of them failed to set the control of variables carried out. Only a few of them were able to depict the experimental design developed. And they show only partial coherence when drawing conclusions. Institut für Mathematische Bildung Freiburg (IMBF) MaSDiV project (Erasmus+ GA no 2016-2927/003-001) Deutsches Zentrum für Lehrerbildung Mathematik (DZLM) Freiburg Advanced Center of Education (FACE)

International audience; The metaphor is used in the construction process of scientific knowledge. There are, however, metaphors that do not suit the objects they should represent, which thus impacts the accuracy of the knowledge which derives from these objects. It is the case of the machine metaphor, when resorted to in the study of living organisms. Canguilhem has tackled problems it created in twentieth-century life sciences head on. In his criticism, he links the analysis of Descartes' work to his own philosophical thesis on " biological normativity ". By doing so, he so sheds a light on the pitfalls, both historical and biological, over which the machine metaphor stumbles. He thereby orders sciences to periodically make sure of the relevance of their metaphors and explanatory models to their objects.

En este trabajo se plantea la construcción de modelos sobre temas de ciencias por parte del alumnado de educación infantil. Se presentan dos actividades cuya finalidad es ayudarles a construir modelos sobre el aire y el agua, iniciando así el desarrollo del pensamiento sistémico. Los niños y las niñas, a partir de las observaciones y mediante las preguntas planteadas, tratan de explicar las propiedades y las características del medio que les rodea. A pesar de las expectativas iniciales, trabajando de esta manera se ha conseguido la construcción de modelos parciales de los fenómenos que observan mediante la verificación de algunas de sus hipótesis de partida. En definitiva, se puede afirmar que desde estas primeras etapas educativas es posible trabajar ideas de la ciencia a partir de proyectos que surgen de la observación de su entorno., In this paper we propose the construction of scientific models by Early Childhood Education students. Two activities are presented whose purpose is to help them to build air and water models, thus initiating the development of systemic thinking. The children, based on the observations and through the questions asked, try to explain the properties and characteristics of the environmentthat surrounds them. In spite of the initial expectations, working in this way it has been achieved the construction of partial models of the phenomena that they observe from the verification of some of their first hypotheses. In short, it can be affirmed that from these first educational stages it is possible to work the ideas of the science throughout the guided inquiry.

Se presenta un protocolo orientado a interpretar las prácticas científicas desde una perspectiva microscópica. Si bien existe una vasta literatura sobre este enfoque –por ejemplo, el constructivismo científico– aquí se hará hincapié, fundamentalmente, en el entramado psico-técnico que implica la elaboración de los componentes lógicos, teóricos y metodológicos del trabajo investigativo; temática postergada por perspectivas que, como la mencionada, han obnubilado su complejidad y relevancia. A objeto de reestablecer la autonomía del espacio técnico-racional de la labor científica, aquí, bajo la inspiración de Gastón Bachelard, se propone el concepto de fenomenotecnia situada en tanto recurso que puede guiar los análisis sobre la construcción de protocolos teóricoconceptuales en un proceso de investigación. Al contrario de lo que se estila en la mainstream science del campo, la hipótesis apela por la centralidad de la racionalidad científica, en tanto característica irreductible del entramado socio-psico-técnico de las prácticas científicas. This paper offers a protocol oriented towards interpreting the scientific practice from a microscopic perspective. Although there is a vast (and somewhat unknown) amount of literature about this perspective –e.g. scientific constructivism– the emphasis here will be, basically, on the psycho-technical net that implies creating the logical, theoretical, and methodological components of the scientific work; topic that has been held back by perspectives, such as the one mentioned above, that have befogged its complexity and relevance. Due to this, and with the purpose of restoring the technical space of the scientific work, the concept of situated phenomenotechnics is proposed as an explanatory means in a given research procedure. Unlike the mainstream science, this hypothesis draws on the centrality of the scientific rationality as irreducible characteristic of the socio-psycho-technical net of the scientific practices.

The aim of the article is to discuss theoretically the power relationships that materialize themselves in practices carried out by researchers in scientific forums, based on the Pierre Bourdieu's concepts of production, reproduction and distinction in the scientific universe. We assume that events are instances of reproduction of scientific activity in which power relationships are intend to maintain and perpetuate positions attained. We conducted a literature review on the nature, size, functions and organization of scientific forums as instruments that enable the production and dissemination of knowledge. We point out that ideological components are determinant of unequal relationships between the dominant and dominated in the scientific forums, while ratifying the dynamics of social reproduction. We discuss how power relationships develop in the acts and discourses that constitute researchers' practices during scientific forums, particularly the scenic resources of actions and the scientific effects of representations of domination. Discute teoricamente as relações de poder que se materializam nas práticas realizadas pelos pesquisadores nos eventos científicos, com base nos postulados de Pierre Bourdieu sobre produção, reprodução e distinção no universo científico. Parte da premissa de que os eventos são instâncias de reprodução da atividade científica em que as relações de poder se manifestam para manutenção e perpetuação das posições alcançadas. Revisa a literatura sobre a natureza, as dimensões, funções e formas de organização dos eventos científicos enquanto instrumentos que viabilizam a produção e disseminação do conhecimento. Aponta como os componentes ideológicos são determinantes nas relações desiguais entre dominantes e dominados nos eventos científicos, ao mesmo tempo em que ratificam a dinâmica de reprodução social. Evidencia como se processam as relações de poder nos atos e discursos que constituem as práticas dos pesquisadores nos eventos, com destaque para os recursos cênicos das ações e os efeitos científicos das representações de dominação.

No final do século XIX ocorreram epidemias de febre amarela em Campinas. Considerada doença litorânea, a febre assustou leigos e médicos. O debate científico sobre a etiologia da doença deixou revistas e correspondências médicas para orientar ações políticas e sanitárias. Visando combater a enfermidade, a cidade ganhou contornos de laboratório e vivenciou sua "era do saneamento e das demolições", com vitórias sobre o achaque e transtornos à população. A Comissão Sanitária Estadual comandada por Emílio Ribas, ciente da teoria culicidiana de Finlay, ensaiou em Campinas o que ocorreria no Rio de Janeiro de Oswaldo Cruz e Pereira Passos. A novidade do combate aos mosquitos conviveu com antigas práticas caras à teoria miasmática, como as desinfecções. In the late nineteenth century, there were yellow fever epidemics in Campinas. Considered a seaside disease, the fever startled lay people and physicians. The scientific debate about the etiology of the disease left the domain of magazines and medical correspondence to orient political and sanitary actions. In order to combat the disease, the city began to resemble a laboratory and experienced its "era of sanitation and demolition," with victories over the ailment and inconvenience to the public. The State Sanitary Commission led by Emilio Ribas, aware of Finlay's Culicidae theory, rehearsed in Campinas what would happen with Oswaldo Cruz and Pereira Passos in Rio de Janeiro. The novelty of combating mosquitoes coexisted with age-old practices dear to miasmatic theory, such as disinfection.