Relación de los estudiantes en las clases experimentales de Física General con la Uve epistemológica de Gowin, en contraposición al informe tradicional.

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Title:	Relación de los estudiantes en las clases experimentales de Física General con la Uve epistemológica de Gowin, en contraposición al informe tradicional.
Authors:	Hilger, Thaís Rafaela¹ thais.hilger@ufrgs.br, Medeiros de Oliveira, Ângelo Mozart¹, Moreira, Marco Antonio¹
Source:	Latin-American Journal of Physics Education. Mar2011, Vol. 5 Issue 1, p256-266. 11p. 4 Diagrams, 7 Charts.
Subject Terms:	Teaching methods, Physics education, *Higher education, Electromagnetism
Geographic Terms:	Pôrto Alegre (Brazil), Brazil
Abstract (English):	Gowin's epistemological Vee was used as a teaching tool in experimental college physics classes (electromagnetism) at UFRGS, Porto Alegre, Brazil, replacing the use of the traditional lab report, under the premise that it would facilitate the understanding of the relationship between theory and practice in the laboratory. The introduction of the Vee took place gradually in the three steps: use of the traditional lab report, followed by a modified questionnaire of Gowin's five questions and, finally, an adaptation of the Vee diagram for experimental activities. In traditional reporting we noticed a trend of students "to force" the experimental data in order to "prove" laws or assumptions of regularity in events, even when the nature of the activity was designed to show the contrary. With the use of the Vee diagram finally the relationship between theory and practice was better understood by students, who came to understand the importance of the theoretical prediction in the laboratory. We identified evidences of improvement in students' reflections on the laboratory practice, suggesting a possible meaningful learning. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	La epistemología Uve de Gowin fue utilizada como recurso didáctico en clases experimentales, de Física General (Electromagnetismo) en la UFRGS, en sustitución al uso del informe tradicional, partiendo de la premisa de que su empleo facilita la mejor comprensión de la relación teoría-práctica en el laboratorio. La introducción del instrumento se dio de forma gradual, en tres etapas: uso del informe tradicional, seguido por cuestionario modificado de las Preguntas de Gowin y, finalmente, una adaptación del diagrama Uve para actividades experimentales. En los informes tradicionales se percibió una tendencia común de los alumnos a "forzar" los datos experimentales, para "comprobar" leyes o suposiciones de regularidades en eventos, aun cuando la naturaleza de la actividad procuraba mostrar lo contrario. Con el uso del diagrama Uve, la relación teoría-práctica fue mejor entendida por los alumnos, que pasaron a comprender la importancia de la previsión teórica en el laboratorio. Se identificaron indicios de mejora en la reflexión de los alumnos sobre la práctica de laboratorio, sugiriendo un posible aprendizaje significativo. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	Gowin's epistemological Vee was used as a teaching tool in experimental college physics classes (electromagnetism) at UFRGS, Porto Alegre, Brazil, replacing the use of the traditional lab report, under the premise that it would facilitate the understanding of the relationship between theory and practice in the laboratory. The introduction of the Vee took place gradually in the three steps: use of the traditional lab report, followed by a modified questionnaire of Gowin's five questions and, finally, an adaptation of the Vee diagram for experimental activities. In traditional reporting we noticed a trend of students "to force" the experimental data in order to "prove" laws or assumptions of regularity in events, even when the nature of the activity was designed to show the contrary. With the use of the Vee diagram finally the relationship between theory and practice was better understood by students, who came to understand the importance of the theoretical prediction in the laboratory. We identified evidences of improvement in students' reflections on the laboratory practice, suggesting a possible meaningful learning. [ABSTRACT FROM AUTHOR]
ISSN:	18709095