What kind of science is being taught in schools located in poverty contexts?
In this research, elementary level (4th and 6th grade) students’ performance in scientific competence is analyzed. The sample is made up of 3,000 children whose schools belong to Bicentennial Schools –an improvement program centered on schools located in poverty contexts of six Argentinean provinces...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2012
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1138 |
| _version_ | 1802223955162955776 |
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| author | Furman, Melina Gabriela |
| author_facet | Furman, Melina Gabriela |
| author_sort | Furman, Melina Gabriela |
| collection | OJS |
| description | In this research, elementary level (4th and 6th grade) students’ performance in scientific competence is analyzed. The sample is made up of 3,000 children whose schools belong to Bicentennial Schools –an improvement program centered on schools located in poverty contexts of six Argentinean provinces. At the beginning of the program, special importance was given to a set of scientific competences recognized as teaching objectives for elementary level education, based on written evaluations in which children had to test their capacity to classify and predict, as well as explaining their reasoning, plan an experiment in order to answer an investigative question, analyze data and design measurement instruments, and so on. The results show a startling situation since a large percentage of children doesn’t master the competences tested, especially the complex ones, obtaining a large percentage of omitted answers. These data provide new evidence on the pressing need for a change in science teaching in schools located in poverty contexts and pose new questions about teaching training and the improvement actions required to cope with this problem. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1138 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2012 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-11382019-02-26T14:59:16Z What kind of science is being taught in schools located in poverty contexts? ¿Qué ciencia estamos enseñando en escuelas de contextos de pobreza? Quel genre de sciences enseignons-nous dans les écoles situées dans un contexte de pauvreté? Quê ciência estamos ensinando em escolas de contextos de pobreza? Furman, Melina Gabriela scientific competences scientific literacy schools located in poverty contexts evaluation. competencias científicas alfabetización científica escuelas de contextos de pobreza evaluación. compétences scientifiques alphabétisation scientifique écoles situées dans un contexte de pauvreté évaluation. competências científicas alfabetização científica escolas de contextos de pobreza avaliação. In this research, elementary level (4th and 6th grade) students’ performance in scientific competence is analyzed. The sample is made up of 3,000 children whose schools belong to Bicentennial Schools –an improvement program centered on schools located in poverty contexts of six Argentinean provinces. At the beginning of the program, special importance was given to a set of scientific competences recognized as teaching objectives for elementary level education, based on written evaluations in which children had to test their capacity to classify and predict, as well as explaining their reasoning, plan an experiment in order to answer an investigative question, analyze data and design measurement instruments, and so on. The results show a startling situation since a large percentage of children doesn’t master the competences tested, especially the complex ones, obtaining a large percentage of omitted answers. These data provide new evidence on the pressing need for a change in science teaching in schools located in poverty contexts and pose new questions about teaching training and the improvement actions required to cope with this problem. En esta investigación analizamos los desempeños en competencias científicas de alumnos del nivel primario (4° y 6° grado) tomando como caso una muestra de 3.000 niños cuyas escuelas forman partede Escuelas del Bicentenario, programa de mejora focalizado en escuelas de contextos de pobreza de seis provincias argentinas. Relevamos al inicio del programa una serie de competencias científicasestablecidas como objetivos de enseñanza para la escolaridad primaria, a partir de evaluaciones escritas en las que los niños debían poner en juego su capacidad de realizar clasificaciones y predicciones y fundamentar sus razonamientos, planificar un experimento para responder a una pregunta investigable, analizar datos y diseñar instrumentos de medición, entre otras. Nuestros resultados muestran un panorama inquietante, en el que altos porcentajes de los niños no dominan las competencias evaluadas, especialmente aquellas más complejas, con porcentajes elevados de respuestas omitidas. Estos datos aportan nuevas evidencias sobre la urgente necesidad de un replanteo de la enseñanza de las ciencias en escuelas de contextos de pobreza y abren nuevas preguntas acerca de la formación docente y las acciones de mejora necesarias para lograr este fin. Dans cette étude nous analysons les performances des élèves du niveau de primaire (4ème et 6ème année) quant à leurs compétences scientifiques, en prenant comme cas un échantillon de 3.000 enfants dont les écoles font partie des Écoles du Bicentenaire, programme d’amélioration centré sur des écoles se trouvant dans un contexte de pauvreté dans six provinces argentines. Nous avons noté, au commencement du programme, une série de compétences scientifiques établies comme objectif d’enseignement pour la scolarité primaire, à partir d’évaluations écrites durant lesquelles les enfants devaient mettre en jeu leur capacité de réaliser des classifications et des prédictions et fonder leurs raisonnements, planifier une expérience pour répondre à une question de recherche, analyser des données et concevoir des instruments de mesure, entre autres. Nos résultats montrent un panorama inquiétant, dans lequel un grand pourcentage d’enfants ne domine pas les compétences évaluées, plus spécialement celles qui sont plus complexes, avec un pourcentage élevé de réponses omises. Ces données apportent de nouvelles évidences sur le besoin urgent de reconsidérer l’enseignement des sciences dans les écoles se trouvant dans un contexte de pauvreté et posent de nouvelles questions concernant la formation des enseignants et les actions d’amélioration nécessaires pour y parvenir. Nesta pesquisa analisamos os desempenhos em competências científicas de alunos de nível primário (4º e 5º séries) tomando como caso uma mostra de três mil (3000) crianças de escolas que formam parte do projeto “Escolas do Bicentenário”, para o melhoramento focalizado em escolas de contextos de pobreza de seis províncias argentinas. Revelamos de inicio do Programa uma serie de competências científicas estabelecidas como objetivos de ensino para a escolaridade primaria, a partir de avaliações escritas nas que as crianças deviam pôr em jogo a sua capacidade de realizar classificações e predições e fundamentar os seus razoamentos, planejar um experimento para dar resposta a uma questão de pesquisa, analisar dados e projetar instrumentos de medição, dentre outros. Nossos resultados mostram um panorama de agitação, onde altas porcentagens das crianças não dominam as competências avaliadas, especialmente aquelas mais complexas, com porcentagens altas de respostas omitidas. Estes dados aportam novas evidencias sobre a urgente necessidade de um replanejamento do ensino das ciências na escola de contextos de pobreza e abrem novas perguntas sobre a formação docente e as ações de melhoramento necessárias apara lograr o fim. Universidad Pedagógica y Tecnológica de Colombia 2012-01-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1138 10.19053/22160159.1138 Praxis & Saber; Vol. 3 No. 5 (2012): Enseñanza de las Ciencias Naturales; 15-52 Praxis & Saber; Vol. 3 Núm. 5 (2012): Enseñanza de las Ciencias Naturales; 15-52 Praxis & Saber; Vol. 3 No 5 (2012): Enseñanza de las Ciencias Naturales; 15-52 Praxis & Saber; V. 3 N. 5 (2012): Enseñanza de las Ciencias Naturales; 15-52 Praxis & Saber; v. 3 n. 5 (2012): Enseñanza de las Ciencias Naturales; 15-52 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1138/1137 |
| spellingShingle | scientific competences scientific literacy schools located in poverty contexts evaluation. competencias científicas alfabetización científica escuelas de contextos de pobreza evaluación. compétences scientifiques alphabétisation scientifique écoles situées dans un contexte de pauvreté évaluation. competências científicas alfabetização científica escolas de contextos de pobreza avaliação. Furman, Melina Gabriela What kind of science is being taught in schools located in poverty contexts? |
| title | What kind of science is being taught in schools located in poverty contexts? |
| title_alt | ¿Qué ciencia estamos enseñando en escuelas de contextos de pobreza? Quel genre de sciences enseignons-nous dans les écoles situées dans un contexte de pauvreté? Quê ciência estamos ensinando em escolas de contextos de pobreza? |
| title_full | What kind of science is being taught in schools located in poverty contexts? |
| title_fullStr | What kind of science is being taught in schools located in poverty contexts? |
| title_full_unstemmed | What kind of science is being taught in schools located in poverty contexts? |
| title_short | What kind of science is being taught in schools located in poverty contexts? |
| title_sort | what kind of science is being taught in schools located in poverty contexts |
| topic | scientific competences scientific literacy schools located in poverty contexts evaluation. competencias científicas alfabetización científica escuelas de contextos de pobreza evaluación. compétences scientifiques alphabétisation scientifique écoles situées dans un contexte de pauvreté évaluation. competências científicas alfabetização científica escolas de contextos de pobreza avaliação. |
| topic_facet | scientific competences scientific literacy schools located in poverty contexts evaluation. competencias científicas alfabetización científica escuelas de contextos de pobreza evaluación. compétences scientifiques alphabétisation scientifique écoles situées dans un contexte de pauvreté évaluation. competências científicas alfabetização científica escolas de contextos de pobreza avaliação. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1138 |
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