Perguntas formuladas em educação científica: um estudo comparativo colombiano-espanhol
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Dec 15, 2016
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Tarcilo Torres-Valois
http://orcid.org/0000-0002-0268-4878
Vicente Sanjosé-López
http://orcid.org/0000-0003-3806-1717
http://orcid.org/0000-0002-0268-4878
Vicente Sanjosé-López
http://orcid.org/0000-0003-3806-1717
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Resumo
A formulação de perguntas é um potente recurso para a aprendizagem das ciências. O objetivo do presente trabalho foi avaliar o desenvolvimento da competência metacognitiva por meio da formulação de perguntas. Neste estudo usaram-se dois dispositivos experimentais de ciências com um comportamento inesperado. Pediu-se aos participantes que formulassem perguntas destinadas a compreender seu funcionamento. A avaliação contrastou o desempenho de estudantes colombianos com estudantes espanhóis equivalentes. Os resultados mostraram que os colombianos formulam significativamente mais perguntas em geral, e com mais alta qualidade que os estudantes espanhóis. Concluiu-se que estes estudantes têm desenvolvido seu controle do entendimento de um modo eficaz.
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References
Azevedo, R. (2005). Computer Environments as Metacognitive Tools for Enhancing Learning. Educational Psychologist, 40(4), 193-197. Recuperado de https://www.researchgate.net/publication/220041057_Computers_as_metacognitive_tools_for_enhancing_learning_ Educational_Psychologist_404_193-197
Azevedo, R.; Guthrie, J. T. & Seibert, D. (2004). The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia. Journal of Educational Computing Research, 30(1/2), 87-111.
Baker, L. (1985). How Do We Know When We Don't Understand? Standards for Evaluating Text Comprehension. En Donna-Lynn Forrest-Pressley, Gordon E. MacKinnon, Thomas Gary Waller (eds.). Metacognition, Cognition and Human Performance, 155-205. New York: Academic Press.
Chin, C. & Osborne. J. (2008). Students' Questions: A Potential Resource for Teaching and Learning Science. Studies in Science Education, 44(1), 1-39. Recuperado de http://www.tandfonline.com/doi/full/10.1080/03057260701828101
Corno, L. (1986). The Metacognitive Control Components of self-Regulated Learning. Contemporary Educational Psychology, 11(4), 333-346.
Costa, J.; Caldeira, H.; Gallástegui, J. R. & Otero, J. (2000). An Analysis of Question Asking on Scientific Texts Explaining Natural Phenomena. Journal of Research in Science Teaching, 37(6), 602-614.
Dillon, J. T. (1990). The Practice of Questioning. New York: Routledge.
Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. En Lauren B. Resnick (ed.). The Nature of Intelligence, 231-236. Hillsdale, New Jersey: Erlbaum.
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1987). Speculation about the Nature and Development of Metacognition. En Franz E. Weinert & Rainer H. Kluwe (eds.). Metacognition, Motivation and Understanding, 21-30. Hillsdale, New Jersey: Lawrence Erlbaum.
Graesser, A. C. & Olde, B. A. (2003). How Does One Know Whether a Person Understands a Device? The Quality of the Questions the Person Asks When the Device Breaks Down. Journal of Edu- cational Psychology, 95(3), 524-536. Recuperado de http://www2.fiu.edu/~moseleyb/EDP6211/Questioning%20and%20comprehension.pdf
Graesser, A. C.; Rus, V.; Cai, Z. & Hu, X. (2012). Question Answering and Asking. En Philip M. McCarthy & Chutima Boonthum-Denecke (eds.). Applied Natural Language Processing and Content Analysis: Identification, Investigation and Resolution, 1-16. Hershey, Pennsylvania: IGI Global.
Graesser, A.; Singer, M. & Trabasso, T. (1994). Constructing Inferences during Text Comprehension. Psychological Review, 101(3), 371-395. Recuperado de https://www.macalester.edu/acade mics/psychology/ralilab/articles/Graesser,%20Singer,%20&%20Trabasso%20(1994)%20Constructing%20inferences%20during%20narrati ve%20text%20comprehension.pdf
Instituto Colombiano para el Fomento de la Educación Superior, ICFES (2013). Colombia en PISA 2012. Informe nacional de resultados. Resumen ejecutivo. Bogotá: ICFES. Recuperado de http://repository.udistrital.edu.co/bitstream/11349/2304/2/BeltranCastroArietaCecilia2015.JPG.pdf
Ishiwa, K.; Macías, A.; Maturano, C. & Otero, J. (2010). Generation of Information-Seeking Questions When Reading Science Texts for Understanding. Manuscrito pendiente de revisión.
Ishiwa, K.; Sanjosé, V. & Otero, J. (2013). Questioning and Reading Goals: Information-Seeking Questions Asked on Scientific Texts Read under Different Task Conditions. British Journal of Educational Psychology, 83(3), 502-520. DOI: 10.1111/j.20448279.2012.02079.x
León-Gascón, J. A. & Pérez, O. (2003). Taxonomías y tipos de inferencias. En José Antonio León-Gascón (ed.). Conocimiento y discurso: claves para inferir y comprender, 45-65. Madrid: Ediciones Pirámide.
Llorens, A. C. & Cerdán, R. (2012). Assessing the Comprehension of Questions in Task-Oriented Reading. Revista de Psicodidáctica, 17(2), 233-251. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/4496/5945. DOI: 10.1387/Rev.Psicodidact.4496
Macías, A. & Maturano, C. (2005). Las representaciones mentales de los estudiantes a partir de un texto y de una ilustración referidas a un mismo fenómeno físico. VII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Granada, España, 7 al 10 de septiembre de 2005. Enseñanza de las Ciencias, número extra, VII Congreso. Recuperado de https://ddd.uab.cat/pub/edlc/edlc_a2005nEXTRA/edlc_a2005nEXTRAp413repmen.pdf
Maturano, C. & Macías, A. (2004). Las preguntas formuladas por los alumnos muestran la falta de comprensión cuando leen textos de física. VII Simposio de Investigadores en Educación en Física, Santa Rosa, La Pampa, Argentina, 7 al 9 de octubre de 2004.
McKoon, G. & Ratcliff, R. (1992). Inference during Reading. Psychological Review, 99(3), 440-466.
Nelson, T. O. & Narens, L. (1990). Metamemory: A Theoretical Framework and New Findings. En Gordon H. Bower (ed.). The Psychology of Learning and Motivation: Advances in Research and Theory, Volume 26, 125-173. New York: Academic Press. Recuperado de http://www.imbs.uci.edu/~lnarens/1990/Nelson&Narens_Book_Chapter_1990.pdf
Organisation for Economic Co-operation and Development, OECD (2013). PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices, Volume IV. Paris: OECD Publishing. Recuperado de https://www.oecd.org/pisa/ke yfindings/pisa-2012-results-volume-IV.pdf. DOI: 10.1787/9789264091559-en
Organisation for Economic Co-operation and Development, OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science, Volume I, Revised edition, February 2014, PISA. Paris: OECD Publishing. Recuperado de https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf. DOI: 10.1787/9789264201118-en
Otero, J. (1996). Components of Comprehension Monitoring in the Acquisition of Knowledge from Science Texts. En Kathleen M. Fisher & Michael R. Kibby (eds.). Knowledge Acquisition, Organization and Use in Biology, 36-43. Berlin: NATO- Springer Verlag.
Otero, J. (2009). Question Generation and Anomaly Detection in Texts. En Douglas J. Hacker, John Dunlosky & Arthur C. Graesser (eds.). Handbook of Metacognition in Education, 47-58. New York: Routledge.
Sanjosé-López, V. & Torres-Valois, T. (2014). Generación de preguntas sobre información no textual: una validación empírica del modelo Obstáculo-Meta en la comprensión de dispositivos experimentales de ciencias. Universitas Psychologica, 13(1), 357-368. Recuperado de http://revistas.javeriana.edu.co/index.php/revPsycho/article/viewFile/3969/7083. DOI: 10.11144/Javeriana.UPSY13-1.gpin.
Sanjosé-López, V.; Torres-Valois, T. & Soto-Lombana, C. (2013). Effects of Scientific Information Format on the Comprehension Self-Monitoring Processes: Question Generation. Revista de Psicodidáctica, 18(2), 293-311. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/4623/6340. DOI: 10.1387/RevPsicodidact.4623
Torres, T.; Duque, J. K.; Ishiwa, K.; Sánchez, G.; Solaz-Portolés, J. J. & Sanjosé-López, V. (2012). Preguntas de los estudiantes de Educación Secundaria ante dispositivos. Enseñanza de las Ciencias, 30(1), 049-060. Recuperado de http://mobiroderic.uv.es/bitstream/handle/10550/42619/088627.pdf?sequence=1&isAllowed=y
Torres, T.; Milicic, B.; Soto, C. & Sanjosé, V. (2013). Generating Students' Information Seeking Questions in the scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches? Eurasia Journal of Mathematics, Science Technology Education, 9(3), 259-272. Recuperado de http://www.iserjournals.com/journals/eurasia/vol/9/issue/3. DOI: 10.12973/eurasia.2013.934a.
Trabasso, T. & Magliano, J. P. (1996). Conscious Understanding during Comprehension. Discourse Processes, 21(3), 255-287.
Wang, M. C.; Haertel, G. D. & Walberg, H. J. (1993). Toward a Knowledge Base for School Learning. Review of Educational Research, 63(3), 249-294. Recuperado de https://rudai2010.wikispaces.com/file/view/Wang,+Haertel,+Walberg,+1993.pdf
White, B. & Frederiksen, J. (1998). Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students. Cognition and Instruction, 16(1), 3-118.
Zabrucky, K. & Ratner, H. H. (1986). Children's Comprehension Monitoring and Recall of Inconsistent Stories. Child Development, 57(6), 1401-1418.
Zabrucky, K. & Ratner, H. H. (1989). Effects of Reading Ability on Children's Comprehension Evaluation and Regulation. Journal of Reading Behavior, 21(1), 69-83. Recuperado de http://jlr.sagepub.com/content/21/1/69.full.pdf
Zabrucky, K. & Ratner, H. H. (1992). Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers. Journal of Reading Behavior, 24(3), 373-391. Recuperado de http://jlr.sagepub.com/content/24/3/373.full.pdf
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17. Recuperado de http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/zimmerman90.pdf
Azevedo, R.; Guthrie, J. T. & Seibert, D. (2004). The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia. Journal of Educational Computing Research, 30(1/2), 87-111.
Baker, L. (1985). How Do We Know When We Don't Understand? Standards for Evaluating Text Comprehension. En Donna-Lynn Forrest-Pressley, Gordon E. MacKinnon, Thomas Gary Waller (eds.). Metacognition, Cognition and Human Performance, 155-205. New York: Academic Press.
Chin, C. & Osborne. J. (2008). Students' Questions: A Potential Resource for Teaching and Learning Science. Studies in Science Education, 44(1), 1-39. Recuperado de http://www.tandfonline.com/doi/full/10.1080/03057260701828101
Corno, L. (1986). The Metacognitive Control Components of self-Regulated Learning. Contemporary Educational Psychology, 11(4), 333-346.
Costa, J.; Caldeira, H.; Gallástegui, J. R. & Otero, J. (2000). An Analysis of Question Asking on Scientific Texts Explaining Natural Phenomena. Journal of Research in Science Teaching, 37(6), 602-614.
Dillon, J. T. (1990). The Practice of Questioning. New York: Routledge.
Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. En Lauren B. Resnick (ed.). The Nature of Intelligence, 231-236. Hillsdale, New Jersey: Erlbaum.
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1987). Speculation about the Nature and Development of Metacognition. En Franz E. Weinert & Rainer H. Kluwe (eds.). Metacognition, Motivation and Understanding, 21-30. Hillsdale, New Jersey: Lawrence Erlbaum.
Graesser, A. C. & Olde, B. A. (2003). How Does One Know Whether a Person Understands a Device? The Quality of the Questions the Person Asks When the Device Breaks Down. Journal of Edu- cational Psychology, 95(3), 524-536. Recuperado de http://www2.fiu.edu/~moseleyb/EDP6211/Questioning%20and%20comprehension.pdf
Graesser, A. C.; Rus, V.; Cai, Z. & Hu, X. (2012). Question Answering and Asking. En Philip M. McCarthy & Chutima Boonthum-Denecke (eds.). Applied Natural Language Processing and Content Analysis: Identification, Investigation and Resolution, 1-16. Hershey, Pennsylvania: IGI Global.
Graesser, A.; Singer, M. & Trabasso, T. (1994). Constructing Inferences during Text Comprehension. Psychological Review, 101(3), 371-395. Recuperado de https://www.macalester.edu/acade mics/psychology/ralilab/articles/Graesser,%20Singer,%20&%20Trabasso%20(1994)%20Constructing%20inferences%20during%20narrati ve%20text%20comprehension.pdf
Instituto Colombiano para el Fomento de la Educación Superior, ICFES (2013). Colombia en PISA 2012. Informe nacional de resultados. Resumen ejecutivo. Bogotá: ICFES. Recuperado de http://repository.udistrital.edu.co/bitstream/11349/2304/2/BeltranCastroArietaCecilia2015.JPG.pdf
Ishiwa, K.; Macías, A.; Maturano, C. & Otero, J. (2010). Generation of Information-Seeking Questions When Reading Science Texts for Understanding. Manuscrito pendiente de revisión.
Ishiwa, K.; Sanjosé, V. & Otero, J. (2013). Questioning and Reading Goals: Information-Seeking Questions Asked on Scientific Texts Read under Different Task Conditions. British Journal of Educational Psychology, 83(3), 502-520. DOI: 10.1111/j.20448279.2012.02079.x
León-Gascón, J. A. & Pérez, O. (2003). Taxonomías y tipos de inferencias. En José Antonio León-Gascón (ed.). Conocimiento y discurso: claves para inferir y comprender, 45-65. Madrid: Ediciones Pirámide.
Llorens, A. C. & Cerdán, R. (2012). Assessing the Comprehension of Questions in Task-Oriented Reading. Revista de Psicodidáctica, 17(2), 233-251. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/4496/5945. DOI: 10.1387/Rev.Psicodidact.4496
Macías, A. & Maturano, C. (2005). Las representaciones mentales de los estudiantes a partir de un texto y de una ilustración referidas a un mismo fenómeno físico. VII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Granada, España, 7 al 10 de septiembre de 2005. Enseñanza de las Ciencias, número extra, VII Congreso. Recuperado de https://ddd.uab.cat/pub/edlc/edlc_a2005nEXTRA/edlc_a2005nEXTRAp413repmen.pdf
Maturano, C. & Macías, A. (2004). Las preguntas formuladas por los alumnos muestran la falta de comprensión cuando leen textos de física. VII Simposio de Investigadores en Educación en Física, Santa Rosa, La Pampa, Argentina, 7 al 9 de octubre de 2004.
McKoon, G. & Ratcliff, R. (1992). Inference during Reading. Psychological Review, 99(3), 440-466.
Nelson, T. O. & Narens, L. (1990). Metamemory: A Theoretical Framework and New Findings. En Gordon H. Bower (ed.). The Psychology of Learning and Motivation: Advances in Research and Theory, Volume 26, 125-173. New York: Academic Press. Recuperado de http://www.imbs.uci.edu/~lnarens/1990/Nelson&Narens_Book_Chapter_1990.pdf
Organisation for Economic Co-operation and Development, OECD (2013). PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices, Volume IV. Paris: OECD Publishing. Recuperado de https://www.oecd.org/pisa/ke yfindings/pisa-2012-results-volume-IV.pdf. DOI: 10.1787/9789264091559-en
Organisation for Economic Co-operation and Development, OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science, Volume I, Revised edition, February 2014, PISA. Paris: OECD Publishing. Recuperado de https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf. DOI: 10.1787/9789264201118-en
Otero, J. (1996). Components of Comprehension Monitoring in the Acquisition of Knowledge from Science Texts. En Kathleen M. Fisher & Michael R. Kibby (eds.). Knowledge Acquisition, Organization and Use in Biology, 36-43. Berlin: NATO- Springer Verlag.
Otero, J. (2009). Question Generation and Anomaly Detection in Texts. En Douglas J. Hacker, John Dunlosky & Arthur C. Graesser (eds.). Handbook of Metacognition in Education, 47-58. New York: Routledge.
Sanjosé-López, V. & Torres-Valois, T. (2014). Generación de preguntas sobre información no textual: una validación empírica del modelo Obstáculo-Meta en la comprensión de dispositivos experimentales de ciencias. Universitas Psychologica, 13(1), 357-368. Recuperado de http://revistas.javeriana.edu.co/index.php/revPsycho/article/viewFile/3969/7083. DOI: 10.11144/Javeriana.UPSY13-1.gpin.
Sanjosé-López, V.; Torres-Valois, T. & Soto-Lombana, C. (2013). Effects of Scientific Information Format on the Comprehension Self-Monitoring Processes: Question Generation. Revista de Psicodidáctica, 18(2), 293-311. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/4623/6340. DOI: 10.1387/RevPsicodidact.4623
Torres, T.; Duque, J. K.; Ishiwa, K.; Sánchez, G.; Solaz-Portolés, J. J. & Sanjosé-López, V. (2012). Preguntas de los estudiantes de Educación Secundaria ante dispositivos. Enseñanza de las Ciencias, 30(1), 049-060. Recuperado de http://mobiroderic.uv.es/bitstream/handle/10550/42619/088627.pdf?sequence=1&isAllowed=y
Torres, T.; Milicic, B.; Soto, C. & Sanjosé, V. (2013). Generating Students' Information Seeking Questions in the scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches? Eurasia Journal of Mathematics, Science Technology Education, 9(3), 259-272. Recuperado de http://www.iserjournals.com/journals/eurasia/vol/9/issue/3. DOI: 10.12973/eurasia.2013.934a.
Trabasso, T. & Magliano, J. P. (1996). Conscious Understanding during Comprehension. Discourse Processes, 21(3), 255-287.
Wang, M. C.; Haertel, G. D. & Walberg, H. J. (1993). Toward a Knowledge Base for School Learning. Review of Educational Research, 63(3), 249-294. Recuperado de https://rudai2010.wikispaces.com/file/view/Wang,+Haertel,+Walberg,+1993.pdf
White, B. & Frederiksen, J. (1998). Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students. Cognition and Instruction, 16(1), 3-118.
Zabrucky, K. & Ratner, H. H. (1986). Children's Comprehension Monitoring and Recall of Inconsistent Stories. Child Development, 57(6), 1401-1418.
Zabrucky, K. & Ratner, H. H. (1989). Effects of Reading Ability on Children's Comprehension Evaluation and Regulation. Journal of Reading Behavior, 21(1), 69-83. Recuperado de http://jlr.sagepub.com/content/21/1/69.full.pdf
Zabrucky, K. & Ratner, H. H. (1992). Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers. Journal of Reading Behavior, 24(3), 373-391. Recuperado de http://jlr.sagepub.com/content/24/3/373.full.pdf
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17. Recuperado de http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/zimmerman90.pdf
Como Citar
Torres-Valois, T., & Sanjosé-López, V. (2016). Perguntas formuladas em educação científica: um estudo comparativo colombiano-espanhol. Revista Internacional De Pesquisa Em Educacao, 9(18), 209–224. https://doi.org/10.11144/Javeriana.m9-18.pfec
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