Measure of the level of scientific literacy of freshmen and veterans of physics courses

We present the results of quantitative research that has sought to infer and compare the level of scientific literacy of students entering and those who finish physics graduation courses in Rio Grande do Sul, Brazil. The study is justified by the aspiration to know the impact of academic experience...

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Autores principales: Alves Vizzotto, Patrick, Del Pino, José Cláudio
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2020
Materias:
Scientific Literacy; Teacher training; Quantitative research
Alfabetización científica; Formación de profesorado; Investigación cuantitativa
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28932
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-28932
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spelling I10-R316-article-289322024-03-04T17:22:03Z Measure of the level of scientific literacy of freshmen and veterans of physics courses Medida del nivel de alfabetización científica en alumnos recién ingresados y del último año de los cursos de física Alves Vizzotto, Patrick Del Pino, José Cláudio Scientific Literacy; Teacher training; Quantitative research Alfabetización científica; Formación de profesorado; Investigación cuantitativa We present the results of quantitative research that has sought to infer and compare the level of scientific literacy of students entering and those who finish physics graduation courses in Rio Grande do Sul, Brazil. The study is justified by the aspiration to know the impact of academic experience on the scientific training of future teachers who are in the process of initial training. To do this, a reduced version of the Basic Scientific Literacy Test (TACB) was used. Specifically, this research sought to infer stu-dents' knowledge into the three dimensions of scientific literacy: understanding the scientific content, the nature of scientific research and the impact of science on society and the atmosphere. The results showed that there are differences in the average of correct answers between the start and end of the courses studied. By means of a t-test of independent samples, these differ-ences could be considered statistically significant. These findings accompany the results they describe in researching the Chemis-try and Biology courses from this perspective. Presentamos los resultados de una investigación cuantitativa que ha buscado inferir y comparar el nivel de alfabetización científica de los alumnos que ingresan y de los que terminan cursos de graduación de Física en Río Grande do Sul, Brasil. El estudio se justifica por la aspiración de conocer el impacto de la experiencia académica en la formación científica de los futuros profesores que están en proceso de formación inicial. Para ello, se utilizó una versión reducida del Test de Alfabetización Científica Básica (TACB). Específicamente, esta investigación buscó inferir los conocimientos de los estudiantes en las tres dimensiones de la alfabetización científica: entender el contenido científico, la naturaleza de la investigación científica y el impacto de la ciencia en la sociedad y en el ambiente. Los resultados mostraron que hay diferencias en el promedio de respuestas correctas entre el inicio y la finalización de los cursos estudiados. Por medio de un Test T de muestras independientes, estas diferencias fueron consideradas estadísticamente significativas. Estos hallazgos acompañan los resultados que se describen al investigar desde esta perspectiva los cursos de Química y Biología. 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/28932 10.55767/2451.6007.v32.n1.28932 Journal of Physics Teaching; Vol. 32 No. 1 (2020): January-June; 21-30 Revista de Enseñanza de la Física; Vol. 32 Núm. 1 (2020): Enero-Junio; 21-30 Revista de Enseñanza de la Física; v. 32 n. 1 (2020): Janeiro-junho; 21-30 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28932/29819 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28932/29842 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 Scientific Literacy; Teacher training; Quantitative research
Alfabetización científica; Formación de profesorado; Investigación cuantitativa
spellingShingle Scientific Literacy; Teacher training; Quantitative research
Alfabetización científica; Formación de profesorado; Investigación cuantitativa
Alves Vizzotto, Patrick
Del Pino, José Cláudio
Measure of the level of scientific literacy of freshmen and veterans of physics courses
topic_facet Scientific Literacy; Teacher training; Quantitative research
Alfabetización científica; Formación de profesorado; Investigación cuantitativa
author Alves Vizzotto, Patrick
Del Pino, José Cláudio
author_facet Alves Vizzotto, Patrick
Del Pino, José Cláudio
author_sort Alves Vizzotto, Patrick
title Measure of the level of scientific literacy of freshmen and veterans of physics courses
title_short Measure of the level of scientific literacy of freshmen and veterans of physics courses
title_full Measure of the level of scientific literacy of freshmen and veterans of physics courses
title_fullStr Measure of the level of scientific literacy of freshmen and veterans of physics courses
title_full_unstemmed Measure of the level of scientific literacy of freshmen and veterans of physics courses
title_sort measure of the level of scientific literacy of freshmen and veterans of physics courses
description We present the results of quantitative research that has sought to infer and compare the level of scientific literacy of students entering and those who finish physics graduation courses in Rio Grande do Sul, Brazil. The study is justified by the aspiration to know the impact of academic experience on the scientific training of future teachers who are in the process of initial training. To do this, a reduced version of the Basic Scientific Literacy Test (TACB) was used. Specifically, this research sought to infer stu-dents' knowledge into the three dimensions of scientific literacy: understanding the scientific content, the nature of scientific research and the impact of science on society and the atmosphere. The results showed that there are differences in the average of correct answers between the start and end of the courses studied. By means of a t-test of independent samples, these differ-ences could be considered statistically significant. These findings accompany the results they describe in researching the Chemis-try and Biology courses from this perspective.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2020
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28932
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first_indexed 2024-09-03T20:39:44Z
last_indexed 2024-09-03T20:39:44Z
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