Problem based learning environmental scenarios: An analysis of science students and teachers questioning [Aprendizaje basado en problemas en escenarios ambientales: Un análisis de interrogación de estudiantes de ciencias y profesores]

• Tipo: Artigo em Revista Científica Internacional
• Data: 2013

Autores

Torres, J (Autor) Outra; Preto, C (Autor) Outra; Vasconcelos, C (Autor) FCUP

Revista

Título: Journal of Science Education

Vol. 14

Páginas: 71-74

ISSN: 0124-5481

Editora: Foundation Journal of Science Education

Indexação

ISI Web of Knowledge

Scopus - 5 Citações

Outras Informações

ID Authenticus: P-008-D7S

Abstract (EN): In a society driven by science and technology, education should facilitate the development of competences and critical thinking, preparing students to solve problems. Accordingly, problems can act as a stimulus for students learning and questioning, especially high order questioning, is a useful tool for the learning process. The purpose of this study was to: (i) quantify and classify the questions raised by students that arise from different scenarios (problems); (ii) analyze the motivation of students; (iii) quantify and classify the issues presented by their teacher as possible questions to be asked; and (iv) compare the number and type of questions raised by students with those suggested by their teachers. The study concludes that all scenarios lead to the raising of almost all types of questions, with a majority of encyclopaedic ones. Most students considered this approach motivating although some difficulties were pointed out.

Idioma: Inglês

Tipo (Avaliação Docente): Científica