Tipologías de experimentación para la formación del pensamiento científico en jóvenes de educación media

Abstract

Physics classes tend to be developed unilaterally, that is, the teacher is in charge of indicating the step by step of the activities and the students comply with those instructions, so the aim is to implement tools that can generate a dynamic where the student becomes an active subject in the process, as experimentation allows. This research was developed with groups of high school students from Bogotá in a non-formal education space that aims to offer experimental physics workshops that promote the development of students' scientific thinking in a collaborative manner. This research was developed qualitatively from the discourse analysis approach, taking into account that it analyzes how students' skills develop from their way of expressing themselves in classes from the application of experimental typologies. As a data collection instrument, field diaries were made for each session carried out, describing the activity that will be carried out in the session. The events that occurred during the development of the workshop are then narrated, which includes the instructions given by the teacher and the interventions that the students had, both verbally and in their way of behaving. These diaries were filled out once the session had ended, that is, one field diary was written per week for the duration of the workshop session. For the analysis of data collected in the diaries, discourse analysis was carried out focused on the categories corresponding to the evolution of vocabulary, the collective construction of explanations, the formulation of hypotheses and an analysis of the dominant discursive pattern in each experimental typology. As a result of this research, it was found that each experimental typology develops a particular mode of scientific reasoning. Furthermore, it is identified that student discourse emerges more clearly in moments of argumentation and defense of ideas, mediated by experimentation and not conditioned by a grade.