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Peran penting guru dalam proses belajar mengajar dan tuntutan abad 21 mendorong program pendidikan calon guru untuk memastikan bahwa seorang calon guru akan dapat melatihkan keterampilan berpikir kritis kepada para siswanya kelak karena keterampilan berpikir kritis adalah keterampilan penting yang dibutuhkan oleh pe-belajar masa depan. Kami mengembangkan model Pembelajaran Aktif Berbasis Inkuiri (ABI) yang diim-plementasikan kepada 34 mahasiswa calon guru fisika di salah satu Lembaga Pendidikan Tenaga Kepen-didikan (LPTK) di Indonesia. Model pembelajaran yang diimplementasikan terbukti dapat meningkatkan ke-terampilan berpikir kritis dan menurunkan jumlah mahasiswa calon guru yang sebelumnya dikategorikan ku-rang kritis. Secara keseluruhan, peningkatan keterampilan berpikir kritis setelah implementasi model pembel-ajaran ABI dikategorikan sedang. Dapat kami simpulkan bahwa sampai taraf tertentu, model pembelajaran ABI yang dikembangkan dapat meningkatkan keterampilan berpikir kritis mahasiswa calon guru fisika.ABSTRACT Teachers’ role in teaching and learning processes as well as 21 century’s demands, prompted pre-service teachers’ education program to ensure that pre-service teachers will be able to train critical thinking skills to their respective students as critical thinking is an important skill needed by future learners. We developed Inquiry-Based Active Learning Model (ABI) which was implemented to 34 Physics pre-service teachers in one of Teacher Training Institution (LPTK) in Indonesia. The implemented learning model was able to increase critical thinking skills and decreased the number of pre-service teachers previously categorized in a less critical category. In overall, critical thinking skills enhancement after the implementation of ABI learning model is categorized as moderate. We concluded that to some extent, the developed ABI learning model en-hanced physics pre-service teachers’ critical thinking skills.How to cite: Prayogi, S., Muhali, Verawati, N. N. S. P., Asy’ari, M. (2016). Pengembangan Model Pem-belajaran Aktif Berbasis Inkuiri Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Calon Guru, Jurnal Pengajaran MIPA, 21(2), 148-153.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-04-11T18:04:12Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) regiane_souza_paula_santos.pdf: 3482157 bytes, checksum: f838c34ecea58e59c201d3b24fff5e72 (MD5) Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-04-20T15:07:01Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) regiane_souza_paula_santos.pdf: 3482157 bytes, checksum: f838c34ecea58e59c201d3b24fff5e72 (MD5) Made available in DSpace on 2017-04-20T15:07:01Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) regiane_souza_paula_santos.pdf: 3482157 bytes, checksum: f838c34ecea58e59c201d3b24fff5e72 (MD5) Previous issue date: 2016 Este trabalho ? o resultado de uma experi?ncia pedag?gica realizada com alunos do 2? e 3? anos do Ensino M?dio de uma Escola P?blica Estadual, em Diamantina - Minas Gerais. O principal objetivo foi desenvolver uma metodologia de acordo com as orienta??es estabelecidas por Moreira (2010), baseando-se na teoria cognitiva e nas ideias de David Ausubel (1963) e Joseph Novak (1977). Assim, foi utilizada a ferramenta ?Mapas Conceituais? como um poss?vel instrumento facilitador na avalia??o, para otimiza??o do ensino-aprendizagem dos conte?dos de F?sica. A metodologia utilizada nesta pesquisa definiu-se como qualitativa, a partir de um estudo experimental e documental. A pesquisa foi dividida em duas etapas: na primeira etapa, utilizou-se da ferramenta ?Mapas Conceituais? enquanto instrumento de aprendizagem, comparando-se as notas entre duas turmas de 2? ano (A e B). Na segunda etapa, a mesma ferramenta foi utilizada enquanto instrumento de avalia??o, em turmas de 3? ano (A e B), quando foi verificada sua efic?cia a partir da colabora??o de docentes avaliadores em rela??o aos conte?dos de F?sica. Os resultados, bem como a an?lise qualitativa do processo, demonstraram um avan?o significativo nas notas dos discentes ao utilizarem-se os mapas conceituais, enquanto ferramentas avaliativas dos conte?dos de F?sica. Uma sugest?o para futuras pesquisas seria a realiza??o desse experimento em outros conte?dos e em outros n?veis de ensino, substituindo as avalia??es tradicionais pela ferramenta dos mapas conceituais. Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. This work is the result of an experiment carried out with students of 2nd and 3rd year of high school, a public state school of Diamantina ? Minas Gerais. The main objective was to develop a methodology in accordance with the guidelines established by the author Moreira (2010), based on cognitive theory and in Ausubel's ideas (1963) and Novak (1977). Then, the tool concept maps as facilitator in the evaluation was used to improve the scores of students in the content of Physics. The methodology used in this study was defined as qualitative, experimental and documentary. The research was divided into two stages: the first stage, we used the concept mapping tool as an instrument of learning, comparing notes between two 2nd year classes (A and B). In the second step, we used the concept mapping tool as a tool for evaluation in 3rd year classes (A and B), verifying the effectiveness of this tool in collaboration with evaluators teachers in the content of Physics. The results, as well as qualitative process analysis showed that there was a significant advance in the notes of students, insofar as these reviews developed using conceptual maps as an evaluative tool in Physics content. One suggestion for future research would be to conduct this experiment in other content and in other levels of education, replacing the traditional assessments by the tool of conceptual maps.

Inculcating collaborative problem solving (hereinafter CPS) skills to help develop students' knowledge, especially for problem solving (PS) involved in the subject of physics is of utmost importance in the 21st century. It was on such grounds that in the present study, physics PS learning was innovated by engaging students’ generated animation within the recent CPS learning framework process. Next, the effectiveness of the steps in this innovative approach, which was developed as Lensmation CPS Module, in inculcating CPS skills was determined. Seventy respondents were involved in this quasi-experimental study, in which one treatment group was exposed to the module whereas the control group practised the conventional PS learning. In the course of completing their PS tasks, the students who were involved in this study had their CPS skills assessed using the CPS Proficiency Rubrics. MANOVA analysis revealed significant effects on CPS skills between the two groups. It is concluded that the innovative PS learning approach which tapped into students’ ICT literacy in physics CPS learning was effective in inculcating CPS skills among the students.

This research purpose is to describe about effort to increase learning achievement giving task autonomous structure in learning electromagnet material of the student’s class IX A SMP Negeri 3 Teras Boyolali regency semester 2011/2012. Subject and data source of the research the students class IX A sum 40 students. Collecting data method uses observation, documentation and test. Analysis data uses critic and comparative. Reaching indicator uses KKM 63 and complete target 100%. Research procedure uses cycles. According to achievement of the research and review conclusion if observation result of the teacher in learning from they teach material in the class that gets pre cycle to cycle II shows pre cycle is 50%, cycle I is 74,43% and cycle II is 97,15%. From data shows advance from pre cycle to cycle I is 12,86%, so cycle I to cycle II increases 25,72% and pre cycle to cycle II is 38,58%. Hence, result observation of the teacher in learning shows advance significant. Result observation of the teacher prepares class to learning, data get pre cycle to cycle II, it get advance at pre cycle is 56%, cycle I is 80% and cycle II is 94%. From this data shows advance from pre cycle to cycle I is 24%, so cycle I to cycle II advance 14% and pre cycle to cycle II is 38%. Hence, result observation of the teacher prepares class to learning shows significant. Percentage optimum motivation pre cycle step gets 45%, cycle I is 85% and cycle II is 100%. Hence, it increases from pre cycle to cycle I is 40%, cycle I to cycle II increases 15% and pre cycle to cycle II increases 55%. Hence, motivation of the student in physics learning from pre cycle to cycle II is significant. Percentage learning complete from pre cycle gets 62,5% and cycle I is 67,5% and cycle II is 100%. Pre cycle step to cycle I increases 15% from cycle I to cycle II is 22,5% and Pre cycle to cycle II increases 37,5%. Hence, physics learning achievement of the student from pre cycle to cycle II are significant.

Esta pesquisa ressalta as contribuicões da teoria piagetiana para o campo da aprendizagem em Física. Ela objetiva entender, mediante situacao experimental, como os sujeitos relacionam os conhecimentos da mecânica clássica de Newton com os conhecimentos da mecânica relativística de Einstein. Embora a análise tenha sido realizada com conceitos da Física, o relacionamento entre diferentes teorias científicas pode ser estendido para as mais variadas áreas de conhecimento. Utilizando-se o Método Clínico piagetiano, foram propostas aos sujeitos situacões passíveis de serem entendidas como conflitantes, com o intuito de que novos dados pudessem ser assimilados. Quando da incorporacao, pelos sujeitos da pesquisa, de dados novos ao modelo explicativo, sucederam-se três consequências: aumento em extensao do modelo explicativo; aumento em compreensao do modelo explicativo; extincao do modelo explicativo surgindo, com isso, a possibilidade de elaboracao de um novo modelo. Desde os sujeitos que buscam explicar os novos dados exclusivamente com o modelo newtoniano (Modelo M), passando pelos que diferenciam dois modelos explicativos ao mesmo tempo em que distinguem duas realidades (Modelos M – Modelo M'), até os que relacionam os dois modelos explicativos por meio de uma totalidade que permite compreender o grau de generalizacao de cada modelo (Modelos M ↔ Modelo M'), o papel da novidade produzida por eles tornou-se evidente. A análise dos dados coletados para esta tese indica que a consciência da evolucao das teorias científicas, bem como suas possíveis relacões, é ponto de chegada de um longo processo que comeca por diferenciar, antes de relacionar, dois modelos explicativos. A emergência de um novo modelo surge no momento em que o modelo vigente nao mais consegue explicar situacões novas, integrar novos dados. A dificuldade de o sujeito compreender as causas da nao aplicabilidade do modelo vigente às novas situacões é o ponto de partida para sua reconstrucao ou até para a construcao de um novo modelo. Essa ideia se opõe a muitas metodologias de ensino utilizadas em sala de aula que consideram o aluno um receptáculo passivo destinado à aceitacao acrítica de teorias. As conclusões desta tese permitem, no âmbito educacional, uma reflexao sobre como deveria ser a abordagem da evolucao de teorias científicas em sala de aula e a sua importância para o avanco das ciências. This survey enhances the contributions of piagetian theory to the learning field of Physics. In an experimental situation, it aims an understanding on how individuals associate knowledge of classical newtonian mechanics with the knowledge of Einstein’s relativistic mechanics. Even though the analysis has been carried out with concepts of Physics, the relationship between distinct scientific theories can be understood for the most diverse fields of knowledge. Using the Piagetian Clinical Method, situations that could be understood as conflicting were proposed to the individuals with the purpose that new data could be assimilated. When the subjects of the survey internalized the new data of the explanatory model, there was a succession of three consequences: an increase in the extent of the explanatory model; an increase in understanding the explanatory model; extinction of the explanatory model arising, from that, the possibility of elaborating a new model. From the subjects in a search of explaining the new data with the newtonian model exclusively (M Model), through the ones that distinguish two explanatory models at the same time they recognize two realities (M Models –M' Model), and to the ones that connect the two explanatory models by means of a wholeness which allows the understanding of the extent of generalization of each model (M Models ↔ M' Model), the role of the novelty produced by them became evident. The analysis of the collected data to this thesis indicates that the awareness of the evolution of scientific theories and their possible relations are arrival point of a long process that starts in distinguish, before association, two explanatory models. The emergency of a new model arises when the current model cannot explain anymore new situations or integrate new data. The difficulty of the subject in understanding the causes of the non-applicability of the current model to the new situations is a starting point for the reconstruction or the construction of a new model. This idea opposes to a variety of methodologies of teaching used in classroom that consider the student a passive receptacle with no criticism to theories. The conclusions of this thesis allow, in the learning environment, discussion on how should be done the approach of the evolution of scientific theories in classroom and its importance to the progress of sciences. Esta pesquisa resalta las contribuciones de la teoría piagetiana para el campo de aprendizaje en Física. Ella objetiva entender, mediante la situacion experimental, como los sujetos relacionan los conocimientos de la mecánica clásica de Newton con los conocimientos de la mecánica relativista de Einstein. Aunque el análisis se haya realizado con los conceptos de la Física, la relacion entre distintas teorías científicas puede extenderse para las más variadas áreas de conocimiento. Utilizándose el Método Clínico piagetiano, fueran propuestas a los sujetos situaciones pasibles de ser entendidas como conflictivas, con el objetivo de que nuevos datos se puedan asimilar. Cuando da incorporacion, por los sujetos de la investigacion, de nuevos datos de modelo explicativo, se sucederán tres consecuencias: aumento en extension del modelo explicativo, aumento en comprension del modelo explicativo; extincion del modelo explicativo surgiendo con eso, la posibilidad de elaboracion de un nuevo modelo. Desde los sujetos que buscan explicar los nuevos datos exclusivamente con el modelo newtoniano (Modelo M), pasando por los que se diferencian de los modelos explicativos al mismo tiempo en que se distinguen dos realidades (Modelos M – Modelo M'), hasta que los relacionen los dos modelos explicativos por medio de una totalidad que permite comprender el grado de generalizacion de cada modelo (Modelos M ↔ Modelo M'), el papel de la novedad producida por elles se convirtio evidente. El análisis de los datos colectados para esta tesis indica que la evolucion de las teorías científicas, bien como sus posibles relaciones, es el punto de llegada de un nuevo proceso que empieza por diferenciar, antes de relacionar, dos modelos explicativos. La emergencia de un nuevo modelo surge en el momento en que el modelo vigente no consigue más explicar situaciones nuevas, integrar datos nuevos. La dificultad del sujeto comprender las causas de la no aplicabilidad del modelo vigente a las nuevas situaciones es el punto de partida para su reconstruccion o hasta para la construccion de un nuevo modelo. Esa idea si opone a muchas metodologías de enseñanza utilizada en clase que considera el alumno un receptáculo pasivo a una aceptacion acrítica de las teorías. Las conclusiones de esta tesis permiten, en el ámbito educacional, una reflexion sobre como debería ser la abordaje de la evolucion de las teorías científicas en clase y su importancia para el avanzo de las ciencias.

Neste trabalho apresenta-se uma análise das respostas de 74 alunos universitários a questões referentes a lei de Gauss para a eletricidade em uma disciplina de Física Geral. A partir dessa análise foram identificadas três categorias de dificuldades apresentadas pelos alunos: 1) na interpretação da lei, 2) na sua operacionalização matemática e 3) nos conceitos de superfície gaussiana e fluxo de campo elétrico. Estas dificuldades são analisadas sob o referencial teórico dos modelos mentais de Johnson-Laird. A causa apontada como geradora destas dificuldades seria a de que os alunos não teriam sido capazes de construir modelos mentais e esquemas de assimilação que dessem significado aos conceitos envolvidos e, menos ainda, à própria lei. Provavelmente, a instrução (aulas e livro de texto) recebida não teria sido adequada para facilitar a construção de tais modelos. This paper presents an analysis of the answers of 74 college students to questions regarding Gauss's law for electricity in an introductory physics course. From these answers three categories of difficulties were identified: 1) those dealing with the physical meaning of the law, 2) those referring to its mathematical operacionalization, and 3) those regarding the concepts of Gaussian surface and electric field flux. These diffiulties were examined in the light of Johnson-Laird's mental models. The main reason of such difficulties would be the fact that students were not able to construct mental models and, even less, assimilation schemes, that would provide some meanings to the law and to the involved concepts. Possibly, the instruction (classes and textbook) they got was not appropriate to help them in the construction of these models and schemes.

The contents and appropriateness of instructional explanations in a worked example may determine the occurrence of the worked example effect. When a worked example involves principle-based information as instructional explanations, it may induce learners to spontaneously self-explain the subsequent solution steps and thereby enhance their performance. Advocates of minimally-guided instruction claim that scaffolded problem solving followed by direct instruction such as worked examples outperform the reverse sequencing instruction, entirely contradicting the expectation of cognitive load theory. Three experiments investigated the effects of worked examples involving principle-based information/guidance on physics learning and the accuracy of assertion made by the advocates of minimally-guided instruction using strictly randomized and controlled experimental designs. Experiment 1 investigated the effect of level and location of guidance in a worked example. The results demonstrated the overall advantage of an example-problem sequence over the reverse sequence and indicated that presenting instances of principle application in worked examples could facilitate learning for less knowledgeable learners. Experiment 2 investigated the performance of less knowledgeable learners who studied the same problem in the same learning phase except for the instructional form (i.e., worked example or problem solving) and solved the problem with or without principle-based guidance on immediate and delayed tests. The results demonstrated that principle guidance in the problem-solving phase of the problem-example sequence could reduce cognitive load relative to the equivalent condition without such guidance during the learning phase. However, this reduction of load did not translate to an advantage on other learning indicators in the problem-example sequence compared to the reverse sequence. Experiment 3 compared the effect of different levels of scaffolding in problem solving (from entirely independent problem solving to a problem with principle-based guidance and entire solution steps) followed by direct instruction (i.e., example-problem pairs). Although there were no differences between the groups on the immediate test, the results of the delayed test demonstrated that a condition with solution reflection activities following initial problem solving with the guidance was superior to initial problem solving without principle-based guidance. The worked example followed by direct instruction group also outperformed the group with entirely independent problem solving followed by the same direct instruction in learning retention. Accordingly, the assertions of the advocates of the benefits of minimally-guided problem-solving activities preceding direct instruction remain questionable according to the findings of the three experiments that favored the predictions of cognitive load theory.

Es presenta un estudi de cas genèric (Merriam, 1998) que consta de dues parts. En la primera es compara el sistema simbòlic utilitzat en la presentació del concepte de flux de camp elèctric en els textos d'electromagnetisme de nivell universitari bàsic amb aquell utilitzat en els textos de càlcul matemàtic en la presentació del teorema de Gauss. El model de codificació dual (Sadoski i Paivio, 2004) proveeix el marc teòric per a l'anàlisi. Els resultats mostren que hi ha bastant uniformitat en l'ús de símbols en càlcul i en física però existeixen discrepàncies entre les dues àrees. A la segona part, es detecta el grau de traducció simbòlica-simbòlica que aconsegueix un grup d'estudiants abans de realitzar problemes de física sobre el tema. Es suggereix que la manca d'una bona interpretació dels símbols pot contribuir inicialment a dificultar la comprensió de la idea de flux dels estudiants., A generic case study as that defined by (Merriam, 1998) is presented here. In the first part of the work, the symbolic system used in basic electromagnetism books when presenting the concept of electric flux is compared with the symbolic system used in calculus books when presenting Gauss’ Theorem. The analysis was guided by the Dual Coding Theory posed by Sadoski & Paivio (2004). The results show that, while there exists a great deal of uniformity within one area (Physics or Calculus), there exist discrepancies between areas. The second part of this work deals with the symbolic-symbolic translation that students are able to carry out when having learned Gauss Theorem with a symbolic system that is different from the one used in Physics. It is suggested that the lack of interpretation of what the symbols mean can initially contribute to hinder comprehension about the flux concept., Se presenta un estudio de caso genérico (Merriam, 1998) que consta de dos partes. En la primera se compara el sistema simbólico utilizado en la presentación del concepto de flujo de campo eléctrico en los textos de electromagnetismo de nivel universitario básico con aquel utilizado en los textos de cálculo matemático en la presentación del teorema de Gauss. El modelo de codificación dual (Sadoski y Paivio, 2004) provee el marco teórico para el análisis. Los resultados muestran que existe bastante uniformidad en el uso de símbolos en cálculo y en física pero existen discrepancias entre las dos áreas. En la segunda parte, se detecta el grado de traducción simbólica-simbólica que logra un grupo de estudiantes antes de realizar problemas de física sobre el tema. Se sugiere que la falta de una buena interpretación de los símbolos puede contribuir inicialmente a dificultar la comprensión de la idea de flujo de los estudiantes.

The demotivation observed in the students concerning Physics led to the searching for a theoretical referential which could guide this pedagogical work. So, one understands the importance of Science teaching that contributes to a full formation of a conscious citizen that knows how to use their scientific knowledge with social responsibility. One looked for understand the difficult presented in the process of teaching and learning of Physics, focusing mainly in its important relation with Mathematics. For this, supported by PCN, it was analyzed the relation existing between the abilities and competences used in Math and Physics teaching. One also considered in the research, the different stages existing in Science learning, from which one understood the necessity of reaching the multidimensional stage in our schools. From this view, and supported by bibliographic references, it was pointed the existence of four main difficulties presented in the learning process of this subject. They are the difficulties inherent to Physics teaching, which started with the exceeding, premature and almost exclusive use of Math. There are also difficulties arising from Math learning that affect the learning of Physics. The difficulties from Portuguese language domain presented by students when reading, writing and interpreting scientific texts, limit the qualitative understanding of the subject and consequently, its conceptual understanding can be impaired. The existence of epistemological barriers, which arise from the different approaches of its own conceptual body also influence negatively the teaching and learning process of Physics. Supported by this perspective, the following question was done: What should one has to learn to teach, so the classes of Science, Physics and its integration with Math can make the knowledge more significant and, so that, multidimensional stage could be reached? The bibliographic analysis led to work in a theoretical basis with The Mental Models from Johnson-Laird . Using this theoretical support, it was elaborated and applied a didactic sequence, which was developed considering the difficulties in learning that were analyzed in this work. It was looked for understanding qualitatively the results obtained with the application of this didactic sequence. This process led to the elaboration of some topics, which were considered to be relevant in the preparation of a pedagogical activity for the teaching and learning process to be really relevant and, thus, contribute with a full citizen formation and a truly significant learning. A desmotivação observada nos alunos em relação ao ensino da Física conduziu a busca de um referencial teórico que pudesse orientar este trabalho pedagógico. Entende-se a necessidade e importância de um ensino de ciências que contribua para uma formação plena de um cidadão consciente e que saiba usar o seu conhecimento científico com responsabilidade social. Buscou-se, então, compreender as dificuldades apresentadas no processo de ensino-aprendizagem da disciplina de Física, tendo como foco principal sua importante relação com a Matemática. Para isso, com o amparo dos PCN, foi analisada a relação existente entre as habilidades e competências trabalhadas no ensino da Matemática e da Física. Também considerou-se nessa pesquisa os diferentes estágios existentes na aprendizagem de ciências, a partir dos quais foi possível compreender a necessidade de alcançar nas escolas o estágio multidimensional. Partindo desta ótica, e com base na referência bibliográfica, aponta-se a existência de quatro dificuldades principais presentes no processo ensino aprendizagem dessa disciplina. São dificuldades inerentes ao ensino da Física que se originam no demasiado uso precoce e quase exclusivo da Matemática no ensino. Também há dificuldades provenientes da Matemática, cuja transferência das dificuldades oriundas de sua aprendizagem para a aprendizagem em Física assume o papel principal. As dificuldades provenientes do domínio da Língua Portuguesa, apresentadas pelos alunos ao ler, escrever e interpretar textos científicos, limitam a compreensão qualitativa da matéria e, consequentemente, o entendimento conceitual da disciplina de Física fica comprometido. A existência de barreiras epistemológicas que surgem nas diferentes abordagens feitas no próprio corpo conceitual da Física também influenciam de forma negativa o seu processo ensino-aprendizagem. Apoiando-se nesta perspectiva, questionou-se o seguinte: O que se deve aprender a ensinar para que, de fato, as aulas de ciências exatas, a física e sua integração com a matemática, em particular, tornem o conhecimento mais significativo e o estágio multidimensional possa ser atingido? A análise bibliográfica conduziu a um trabalho tendo por base teórica principal Os Modelos Mentais de Johnson-Laird . Com o auxílio deste suporte teórico, elaborou-se e aplicou-se uma sequência didática que foi desenvolvida, considerando as dificuldades de aprendizagem citadas e analisadas neste trabalho. Buscou-se compreender qualitativamente os resultados obtidos com a aplicação dessa sequência didática. Esse processo conduziu à elaboração de alguns tópicos que se considerou serem de muita relevância na preparação de uma atividade pedagógica para que o processo de ensino-aprendizagem seja realmente relevante e venha contribuir com uma formação cidadã plena e uma aprendizagem realmente significativa.

This paper presents a study on the use of hypermedia for physics learning. Its starting point is a review of theoretical assumptions regarding educational hypermedia and a description of some specific learning difficulties in the physics domain. In order to explore the role to be played by hypermedia in alleviating these difficulties, an application dealing with information on energy was designed. The effects of hypermedia linking structure (network versus index) and selection task (conceptual versus superficial) were investigated. Results show that much tighter constraints on the learning situation seem to be needed in order for a hypermedia activity to contribute to learning in a complex domain, such as energy in physics., Cet article présente une étude sur l’utilisation d’hypermédia pour l’apprentissage de la physique. Son point de départ est un compte rendu des présuppositions concernant les hypermédias éducatifs et une description de quelques difficultés spécifiques dans l’apprentissage de la physique. Afin d’explorer le rôle potentiel à jouer par les hypermédias pour pallier ces difficultés, une application sur l’énergie a été conçue. Les effets de la structure de l’hypermédia (réseau versus index) et de la tâche (conceptuelle versus superficielle) sont étudiés. Les résultats montrent que des contraintes beaucoup plus strictes sur la situation d’apprentissage semblent nécessaires pour s’assurer qu’une activité avec un hypermédia contribue à l’apprentissage dans un domaine complexe tel que l’énergie en physique., De Vries Erica. Hypermédias et apprentissage de la physique : une familiarisation avec les termes d’une modélisation ?. In: Sciences et techniques éducatives, volume 7 n°2, 2000. pp. 313-332.

Analogias são consideradas recursos didáticos potencialmente úteis, pois servem para mediar o processo de aprendizagem de conceitos/fenômenos/assuntos desconhecidos, mediante o estabelecimento de relações de semelhança e diferença com situações familiares. Neste trabalho, apontamos os resultados de nossas ações investigativas sobre a utilização de analogias produzidas pelos alunos como instrumento de avaliação da compreensão conceitual acerca do conceito de energia interna, realizadas em duas turmas de 2ª série do Ensino Médio. Constituímos um conjunto de critérios/categorias, a partir de proposições encontradas na literatura sobre a temática, os quais foram utilizados para analisar essas analogias. Percebemos que nenhum análogo utilizado pelos estudantes teve origem no próprio domínio da física e a maioria deles era de natureza concreta. A grande maioria dos estudantes conseguiu estabelecer efetivamente relações analógicas entre o análogo proposto e o conceito alvo. Dos resultados obtidos até o momento, podemos afirmar que a produção de analogias pelos estudantes mostra-se como uma boa estratégia de avaliação, tanto da compreensão do conceito envolvido, quanto do procedimento de pensar mediante analogias. Analogies are considered as helpful didactical recourses, it serves to mediate the learning process of concepts/phenomenon/subjects unknown, through the establishment of relations of similarity and differences with familiar situations. In this paper, we presents the results of our investigative actions about the utilization of the analogies produced by students as evaluation of the comprehension conceptual about Internal Energy, performed in two classes of 2ª grade on high school. We constitute one set of criteria/category, from the propositions found in the literature about that thematic, which were used to analysis these analogies. We found that none analogous used by the students had origins in the own Physics domain and the major part of them were from concrete nature. The major part of the students got to establish effectively relations analogue between the analogous proposed and the concept target. From the obtained results until the moment, we can afirm that the production of analogies by the students shows as a good strategy of evaluation, so to comprehension of the involved concept as the procedure of think by means of analogies.

Many physics professors have difficulties to know and assess in real time the learning of the students in their courses. Nevertheless, today, with Internet and the new technology devices that the students use every day, like smartphones, such tasks can be carried out relatively easy. The professor pose a few questions in Socrative, the students answer them by means of the Smartphone. In this way, the professor knows what students learned and can promote the cooperative learning joining students who think differently, with the purpose to give them chance to discuss their answers and argumentations and, eventually, to improve both answers and arguments. In this article, we present the results of an initial feasibility study of using Socrative and smartphones carried out with prospective teachers. The effects on the students were: they help them to understand concepts; they facilitate the argumentation and the exchange of opinions. In addition, the use of this technology is, generally, easy for students and turns out to be interesting in the classroom. In conclusion, by using efficiently Socrative and students’ smartphones, professors might achieve jointly three different goals: real-time assessment of the students’ learning, motivation of the students and increased opportunities for active learning. Educación

En este trabajo, se utilizó la llamada matriz de Morganov-Heredia para obtener una jerarquización de las competencias específicas para el graduado en Física de la Licenciatura en Física y Matemáticas en la Escuela Superior de Física y Matemáticas del Instituto Politécnico Nacional en México. El estudio se enmarca en los esfuerzo de la institución para implantar el Modelo Educativo por Competencias en sus planes y programas de estudio. El método Morganov-Heredia permitió identificar y agrupar competencias por grupo de características, tales como competencias laborales, disciplinares y sociales. Además la matriz permitió ordenar las competencias propuestas desde la más básica hasta la competencia meta final. In this paper, the so-called Morganov-Heredia matrix was employed to obtain a hierarchy of competencies for physics graduates in Physics at the Higher Scholl of Physics and Mathematics of the National Polytechnic Institute in Mexico. The study is done in the context of the effort of the institution to implement Competence-Based Educational Model on its curricula. The Morganov-Heredia matrix allowed identifying and grouping competences by their characteristics, such as labor disciplinary and social competences. Also, the matrix allowed organizing the proposed competences from the most basic one to the final competence goal.

Περιέχει το πλήρες κείμενο Critical thinking is usually seen as crucial to Physics learning. This is clearly stated in the purposes of many Physics’ curricula. In fact, since Dewey, several authors argue that critical thinking is fundamental to science learning. In order to clarify and to assess empirically the relation between critical thinking and pupils’ performance in physics activities a research study is being undertaken. The study hypotheses (null hypotheses) are: 1) There is no significant statistical difference between the critical thinking level of the pupils that have a good performance in physics activities and the critical thinking level of the pupils that have a weak performance in physics activities; 2) There are no significant statistical differences in the way that different critical thinking aspects influence the pupils’ performance in physics activities. The research follows an ex post facto design in a causal comparative model. A cross-national sample was constituted following a stratified group model, considering the schools and the Nomenclature of Territorial Units for Statistics II (NUTS II) and is constituted by 889 pupils of the 9th grade pertaining to 60 classes from 21 different schools. The Cornell Critical Thinking Test (level X) and a pool of physics activities specially designed and validated for the study were used as sources of data. The data are being analysed using the statistical software SPSS 15.0 with a multivariate model. It is expected that the results and conclusions of the study will awake the physics education community to the urgent need to move into practices deliberately designed to promote critical thinking and therefore, the conceptions of implemented curriculum will change. In order to promote physics learning, we also hope to be able to indicate to physics educators which critical thinking aspects are most important to demand explicitly our pupils to use.

Περιέχει το πλήρες κείμενο This paper presents the conceptualisation, implementation and evaluation of methodology of “outdoor physics” a project in science teacher education at Umeå University, Sweden (see http://outdoorphysics.educ.umu.se). Activity Theory was used as the theoretical framework for project development. The fundamental constructs of this theory: collaborative activity, motivation, object and context of learning were taken into consideration in the development of outdoor cases and methodology of the project. Prospective science teachers took active part in all stages of project activities. They developed specific cases for outdoor study, tested these both by themselves and with students in schools and evaluated their outcomes. The various cases of outdoor physics were part of teacher students’ research projects presented at the end of their undergraduate studies. Professional development of prospective teachers of science participating in the project is the main outcome of the current stage of the project, which benefited from international collaboration with colleagues from Russia (KSPU, Petrozavodsk) and some European countries (OutLab project). We expect that the knowledge acquired by prospective teachers in outdoor physics activities can also lead to new pedagogical approaches in their future professional work.

International audience; The issue of students' engagement in learning physics has generally been analysed in Science Education research using attitudes towards science, or motivation to learn science. However, the corresponding studies have their limitations. Therefore, the object of this paper is to present and to analyse an alternative to these theoretical approaches, namely the ‘relation to knowledge', which has been used more and more in the last ten years in French-speaking educational research. The description and discussion of the broad outlines of this theory, of the associated methodology, and of the obtained results regarding the learning of physics, will show the significance of this approach and its limits, as well as the perspectives that it opens up.; La question de l'engagement des élèves à apprendre les sciences a généralement été abordée dans les recherches sur l'éducation scientifique, à partir de l'examen des attitudes envers les sciences ou de la motivation à apprendre les sciences. Les études correspondantes montrant certaines limites, cet article a pour objectif de présenter et d'analyser une alternative à ces approches théoriques, celle du rapport au savoir, de plus en plus utilisée depuis une dizaine d'années dans les recherches francophones en sciences de l'éducation. Les descriptions des grandes lignes de cette théorie, de la méthodologie qui lui est associée, des résultats obtenus à propos de l'apprentissage de la physique et leur discussion, montreront l'intérêt de cette approche, ses limites, ainsi que les perspectives qu'elle ouvre.

In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching. The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university. The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning.

Neste trabalho apresenta-se uma análise das respostas de 74 alunos universitários a questões referentes a lei de Gauss para a eletricidade em uma disciplina de Física Geral. A partir dessa análise foram identificadas três categorias de dificuldades apresentadas pelos alunos: 1) na interpretação da lei, 2) na sua operacionalização matemática e 3) nos conceitos de superfície gaussiana e fluxo de campo elétrico. Estas dificuldades são analisadas sob o referencial teórico dos modelos mentais de Johnson-Laird. A causa apontada como geradora destas dificuldades seria a de que os alunos não teriam sido capazes de construir modelos mentais e esquemas de assimilação que dessem significado aos conceitos envolvidos e, menos ainda, à própria lei. Provavelmente, a instrução (aulas e livro de texto) recebida não teria sido adequada para facilitar a construção de tais modelos. This paper presents an analysis of the answers of 74 college students to questions regarding Gauss's law for electricity in an introductory physics course. From these answers three categories of difficulties were identified: 1) those dealing with the physical meaning of the law, 2) those referring to its mathematical operacionalization, and 3) those regarding the concepts of Gaussian surface and electric field flux. These difficulties were examined in the light of Johnson-Laird's mental models. The main reason of such difficulties would be the fact that students were not able to construct mental models and, even less, assimilation schemes, that would provide some meanings to the law and to the involved concepts. Possibly, the instruction (classes and textbook) they got was not appropriate to help them in the construction of these models and schemes.

Schweizerische Zeitschrift für Bildungswissenschaften 27 (2005) 1, S. 103-121, Cet article concerne l’implication des élèves dans leur travail scolaire en physique. Cette question, qui a donné lieu dans les pays anglo-saxons à de très nombreux travaux sur les attitudes envers les sciences, est ici envisagée en utilisant le rapport au savoir comme cadre théorique. Des travaux réalisés précédemment avaient permis de construire cinq rapports idéal-typiques aux savoirs de la physique, caractérisés par la nature de la mobilisation associée à chacun d’eux. L’étude présentée ici poursuit ce travail et a permis d’identifier une partie des phénomènes et des processus intervenant dans ces rapports aux savoirs. Ces phénomènes concernent l’environnement scolaire, les représentations liées à la physique académique et le projet professionnel. Elle a aussi permis d’examiner l’articulation des rapports aux savoirs de la physique avec les rapports au savoir scolaire. (DIPF/Orig.), Dieser Artikel beschäftigt sich mit der Frage nach der Beteiligung von Schülern an Physikprojekten und -arbeiten in der Schule. Diese Frage, welche die angelsächsische Forschung dazu brachte, eine große Anzahl Studien über die Einstellung zur Wissenschaft durchzuführen, wird im Artikel dahingehend bearbeitet, dass die Ansehung bzw. Relation von Einstellung zum Wissen als theoretischer Rahmen benutzt wird. Aufbauend auf früheren Arbeiten werden fünf idealtypische Relationen von physikalischem Fachwissen präsentiert, charakterisiert durch die Natur der Aktivierung die wir mit jeder in Verbindung bringen können. Diese Studie führt die Arbeit weiter und hat zu einer Identifizierung von bestimmten Phänomenen und Prozessen geführt, die diese Relationen von Wissen beeinflussen. Die Phänomene betreffen den jeweiligen Schulkontext, Ideen über Physik und berufliche Zukunftspläne. Weiterhin hat sie uns erlaubt, die Verbindung zwischen Relationen von physikalischem und schulischem Wissen zu untersuchen. (DIPF/Orig.)

New technologies contribute to the learning process of scientific disciplines. In particular Physics learning may take advantage of these techniques by implementing experimental practices in simulation environments. Our presentation is made under the premise that computer simulations should not be used as substitutes for direct experience with physics apparatus. We are presenting here a set of two simulation based virtual laboratories to look into the empirical foundation of classical dynamics. The first practice is designed to revise the operational definition of inertial mass. The second practice proposes the determination of the dependence law of the interaction force between two cars on their distance separation. There are presented the experimental design and the results obtained in the implementation in a first Physics course at Universidad Tecnológica Nacional, Facultad Regional Córdoba, Argentina. publishedVersion Fil: Ré, Miguel Ángel. Universidad Tecnológica Nacional. Facultad Regional Córdoba; Argentina. Fil: Ré, Miguel Ángel. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentina. Fil: Giubergia, María Fernanda. Universidad Tecnológica Nacional. Facultad Regional Córdoba; Argentina. Otras Ciencias Físicas