What characteristic elements of the STS approach can be recognized in the teaching of Energy in Physics? An exploratory study in schools of Rio Cuarto

The present study is derived from a research which purpose was to recognize the characteristic elements of the STS approach in the teaching practices of Energy in Physics, in fourth year in schools of Rio Cuarto, with orientation in Natural Science. It consist-ed of two complementary Studies. In Stu...

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Autores principales: Scorsetti, Matías, Astudillo, Carola, Orlando, Silvia
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2020
Materias:
STS approach; Teaching of Physics; Energy; Secondary education; Teaching practices
Enfoque CTS; Enseñanza de la Física; Energía; Educación secundaria; Prácticas de la enseñanza
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28937
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-28937
record_format ojs
spelling I10-R316-article-289372024-03-04T18:50:08Z What characteristic elements of the STS approach can be recognized in the teaching of Energy in Physics? An exploratory study in schools of Rio Cuarto ¿Qué elementos característicos del enfoque CTS se pueden reconocer en la enseñanza de la Energía en Física? Un estudio exploratorio en escuelas de Río Cuarto Scorsetti, Matías Astudillo, Carola Orlando, Silvia STS approach; Teaching of Physics; Energy; Secondary education; Teaching practices Enfoque CTS; Enseñanza de la Física; Energía; Educación secundaria; Prácticas de la enseñanza The present study is derived from a research which purpose was to recognize the characteristic elements of the STS approach in the teaching practices of Energy in Physics, in fourth year in schools of Rio Cuarto, with orientation in Natural Science. It consist-ed of two complementary Studies. In Study I, Physics lesson plans of fourth year from every school in Rio Cuarto with the afore-mentioned orientation were analyzed and there were identified components which referred to aspects of the STS approach in relation to the teaching of the topic of Energy. The results show that there is a general tendency to promote students' scientific and technological alphabetization, as well as the development of general competences and proper to the approach. Study II consisted in in-depth multiple cases study, for which three teachers were selected from the previous stage and whose teaching practices were studied. Preliminary analysis of the data at this stage allows inferring that the approach was partially expressed, including different relations among science, technology and society, with different depth and complexity levels. Moreover, it is noted that, while the lesson plans included a wide and general formulation of the relations intended to be approached, these gained higher specificity and contextualization during the teaching practices within the classroom. El presente artículo deriva de una investigación cuyo propósito fue reconocer elementos característicos del enfoque CTS en la enseñanza de la Energía en Física de cuarto año, de Escuelas de Río Cuarto, con orientación en Ciencias Naturales. Consistió en dos Estudios complementarios. En el Estudio I, se analizaron las planificaciones de Física de cuarto año de todas las escuelas de Río Cuarto con esta orientación y se identificaron componentes que remitieran a rasgos del enfoque CTS en relación con la ense-ñanza de la temática de Energía. Los resultados reflejan que hay una tendencia general por promover la alfabetización científica y tecnológica de los estudiantes, así como el desarrollo de competencias generales y propias del enfoque. El Estudio II consistió en un estudio de casos en profundidad, para lo cual se seleccionaron tres docentes de la etapa anterior y se estudiaron sus prác-ticas de enseñanza. El análisis preliminar de los datos de esta instancia, permite inferir que el enfoque se expresó parcialmente, incluyendo diferentes relaciones entre ciencia, tecnología y sociedad, con variados niveles de profundidad y complejidad. Ade-más, se advierte que, mientras las planificaciones incluyeron una formulación amplia y general de las relaciones que se propo-nen abordar, éstas cobraron mayor especificidad y contextualización en las prácticas de enseñanza en el ámbito del aula. Asociación de Profesores de Física de la Argentina 2020-06-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28937 10.55767/2451.6007.v32.n1.28937 Journal of Physics Teaching; Vol. 32 No. 1 (2020): January-June; 93-105 Revista de Enseñanza de la Física; Vol. 32 Núm. 1 (2020): Enero-Junio; 93-105 Revista de Enseñanza de la Física; v. 32 n. 1 (2020): Janeiro-junho; 93-105 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28937/29824 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28937/29849 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 STS approach; Teaching of Physics; Energy; Secondary education; Teaching practices
Enfoque CTS; Enseñanza de la Física; Energía; Educación secundaria; Prácticas de la enseñanza
spellingShingle STS approach; Teaching of Physics; Energy; Secondary education; Teaching practices
Enfoque CTS; Enseñanza de la Física; Energía; Educación secundaria; Prácticas de la enseñanza
Scorsetti, Matías
Astudillo, Carola
Orlando, Silvia
What characteristic elements of the STS approach can be recognized in the teaching of Energy in Physics? An exploratory study in schools of Rio Cuarto
topic_facet STS approach; Teaching of Physics; Energy; Secondary education; Teaching practices
Enfoque CTS; Enseñanza de la Física; Energía; Educación secundaria; Prácticas de la enseñanza
author Scorsetti, Matías
Astudillo, Carola
Orlando, Silvia
author_facet Scorsetti, Matías
Astudillo, Carola
Orlando, Silvia
author_sort Scorsetti, Matías
title What characteristic elements of the STS approach can be recognized in the teaching of Energy in Physics? An exploratory study in schools of Rio Cuarto
title_short What characteristic elements of the STS approach can be recognized in the teaching of Energy in Physics? An exploratory study in schools of Rio Cuarto
title_full What characteristic elements of the STS approach can be recognized in the teaching of Energy in Physics? An exploratory study in schools of Rio Cuarto
title_fullStr What characteristic elements of the STS approach can be recognized in the teaching of Energy in Physics? An exploratory study in schools of Rio Cuarto
title_full_unstemmed What characteristic elements of the STS approach can be recognized in the teaching of Energy in Physics? An exploratory study in schools of Rio Cuarto
title_sort what characteristic elements of the sts approach can be recognized in the teaching of energy in physics? an exploratory study in schools of rio cuarto
description The present study is derived from a research which purpose was to recognize the characteristic elements of the STS approach in the teaching practices of Energy in Physics, in fourth year in schools of Rio Cuarto, with orientation in Natural Science. It consist-ed of two complementary Studies. In Study I, Physics lesson plans of fourth year from every school in Rio Cuarto with the afore-mentioned orientation were analyzed and there were identified components which referred to aspects of the STS approach in relation to the teaching of the topic of Energy. The results show that there is a general tendency to promote students' scientific and technological alphabetization, as well as the development of general competences and proper to the approach. Study II consisted in in-depth multiple cases study, for which three teachers were selected from the previous stage and whose teaching practices were studied. Preliminary analysis of the data at this stage allows inferring that the approach was partially expressed, including different relations among science, technology and society, with different depth and complexity levels. Moreover, it is noted that, while the lesson plans included a wide and general formulation of the relations intended to be approached, these gained higher specificity and contextualization during the teaching practices within the classroom.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2020
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28937
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