Teaching the Concept of pH from the Perspective of Scientific Thinking: An Exploratory Systematic Review
The objective of this article was to carry out an exploratory systematic review, in order to identify which teaching strategies have addressed the concept of pH at different school levels, from the perspective of scientific thought. For this, an information search was carried out in the Web of Scien...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12129 |
| _version_ | 1801706740228554752 |
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| author | Pineda-Caro, Diana Yicela Medina-Vargas, Óscar Julio Falla-Rocha, Gabriela |
| author_facet | Pineda-Caro, Diana Yicela Medina-Vargas, Óscar Julio Falla-Rocha, Gabriela |
| author_sort | Pineda-Caro, Diana Yicela |
| collection | OJS |
| description | The objective of this article was to carry out an exploratory systematic review, in order to identify which teaching strategies have addressed the concept of pH at different school levels, from the perspective of scientific thought. For this, an information search was carried out in the Web of Science (WoS) and Google Scholar databases; the time interval was from 2010 to October 2020, identifying 17 documents, of which only 8 were related to the research topic. Subsequently, an analysis was carried out to identify if these were congruent with scientific thinking skills: asking questions, describing facts, establishing models and arguing. As a result of this review, it was identified that didactic strategies of an experimental type are the most popular ones. For the most part, the concept is approached from topics such as natural indicators, in other cases, electronic devices and software are used, which allow developing skills not only in the scientific field, but also in technology and mathematics. In all cases, there is an affinity for conducting experiments, mainly of the home type. Likewise, the abstract and material representations that students can develop by participating in these activities are analyzed. Another important aspect that must be strengthened is the argumentation and the correct appropriation of the concept, according to its current definition. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12129 |
| institution | Revista Pensamiento y Acción |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-121292021-07-12T07:58:36Z Teaching the Concept of pH from the Perspective of Scientific Thinking: An Exploratory Systematic Review Enseñanza del concepto de pH desde la perspectiva del pensamiento científico: una revisión sistemática exploratoria Pineda-Caro, Diana Yicela Medina-Vargas, Óscar Julio Falla-Rocha, Gabriela enseñanza pensamiento científico pH química chemistry pH scientific thinking teaching The objective of this article was to carry out an exploratory systematic review, in order to identify which teaching strategies have addressed the concept of pH at different school levels, from the perspective of scientific thought. For this, an information search was carried out in the Web of Science (WoS) and Google Scholar databases; the time interval was from 2010 to October 2020, identifying 17 documents, of which only 8 were related to the research topic. Subsequently, an analysis was carried out to identify if these were congruent with scientific thinking skills: asking questions, describing facts, establishing models and arguing. As a result of this review, it was identified that didactic strategies of an experimental type are the most popular ones. For the most part, the concept is approached from topics such as natural indicators, in other cases, electronic devices and software are used, which allow developing skills not only in the scientific field, but also in technology and mathematics. In all cases, there is an affinity for conducting experiments, mainly of the home type. Likewise, the abstract and material representations that students can develop by participating in these activities are analyzed. Another important aspect that must be strengthened is the argumentation and the correct appropriation of the concept, according to its current definition. El objetivo de este artículo fue realizar una revisión sistemática exploratoria, con el fin de identificar qué estrategias de enseñanza han abordado el concepto de pH en distintos niveles escolares, desde la perspectiva del pensamiento científico. Para ello, se realizó una búsqueda de información en las bases de datos Web of Science (WoS) y Google Scholar; el intervalo de tiempo fue desde el año 2010 hasta octubre del 2020, identificando 17 documentos, de los cuales solo 8 estaban relacionados con el tema de investigación. Posteriormente, se realizó un análisis para identificar si estos eran congruentes con las habilidades de pensamiento científico: realizar preguntas, describir hechos, establecer modelos y argumentar. Como producto de esta revisión, se identificó que las estrategias didácticas de tipo experimental son las que presentan mayor acogida; en su gran mayoría, el concepto se aborda desde temáticas como indicadores naturales, en otros casos, se hace uso de dispositivos electrónicos y softwares, los cuales permiten desarrollar habilidades no solo en el campo científico, sino tecnológico y matemático. En todos los casos se evidencia afinidad por realizar experimentos, principalmente de tipo casero; de igual manera, se analizan las representaciones abstractas y materiales que pueden desarrollar los estudiantes al participar en estas actividades. Otro de los aspectos importantes que se debe fortalecer es la argumentación y la correcta apropiación del concepto, según su actual definición. Universidad Pedagógica y Tecnológica de Colombia 2020-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12129 10.19053/01201190.n30.2021.12129 Pensamiento y Acción; No. 30 (2021): January-June 2021; 37-51 Pensamiento y Acción; Núm. 30 (2021): Enero-Junio 2021; 37-51 2619-3353 0120-1190 spa https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12129/10104 https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12129/10105 Derechos de autor 2020 Diana Yicela Pineda-Caro, Óscar Julio Medina-Vargas, Ph. D., Gabriela Falla-Rocha |
| spellingShingle | enseñanza pensamiento científico pH química chemistry pH scientific thinking teaching Pineda-Caro, Diana Yicela Medina-Vargas, Óscar Julio Falla-Rocha, Gabriela Teaching the Concept of pH from the Perspective of Scientific Thinking: An Exploratory Systematic Review |
| title | Teaching the Concept of pH from the Perspective of Scientific Thinking: An Exploratory Systematic Review |
| title_alt | Enseñanza del concepto de pH desde la perspectiva del pensamiento científico: una revisión sistemática exploratoria |
| title_full | Teaching the Concept of pH from the Perspective of Scientific Thinking: An Exploratory Systematic Review |
| title_fullStr | Teaching the Concept of pH from the Perspective of Scientific Thinking: An Exploratory Systematic Review |
| title_full_unstemmed | Teaching the Concept of pH from the Perspective of Scientific Thinking: An Exploratory Systematic Review |
| title_short | Teaching the Concept of pH from the Perspective of Scientific Thinking: An Exploratory Systematic Review |
| title_sort | teaching the concept of ph from the perspective of scientific thinking an exploratory systematic review |
| topic | enseñanza pensamiento científico pH química chemistry pH scientific thinking teaching |
| topic_facet | enseñanza pensamiento científico pH química chemistry pH scientific thinking teaching |
| url | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12129 |
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