技术的社会建构:批判性思维与科技本质发展的经验

Q3 Social Sciences
Vanessa Ortega-Quevedo, Cristina Gil Puente, Cristina Vallés Rapp
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引用次数: 0

摘要

本研究旨在以小学课程内容(能量)为基础,透过联合作业,促进批判性思维技能与科技本质概念的发展。它在方法论方面采用混合设计,应用各种技术,如调查、访谈、参与者观察和文献分析。参与者的总样本是来自五所不同学校的130名11-12岁的学生。研究结果表明,参与者在科学和技术本质的概念(对新技术使用的依赖和个人对技术发展的控制)以及批判性思维技能(假设检验和论证分析的思维)方面都有所改善。例如,在对新技术使用依赖性的初始和最终评估之间的平均值有0.34(2分量表)的感知增加。这使我们得出结论,所实施的教学设计对这两个领域的改进都是有效的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Social Construction of Technology: An Experience for Development of Critical-thinking and Nature of Science and Technology
This research aims to contribute to the development of critical thinking skills and concepts of the nature of science and technology through joint work based on primary school curriculum content (energy). It has a mixed design in methodological terms, applying a variety of techniques such as surveys, interviews, participant observation and documentary analysis. The total sample of participants is 130 students aged 11-12 from five different schools. The results of the study show improvements in the concepts of the nature of science and technology (dependence on the use of new technologies and control of technological development by individuals), as well as in critical thinking skills (thinking as hypothesis testing and argument analysis), among participants. For example, there is a perceived increase of 0.34 (2-point scale) in the mean between the initial and final assessment of dependence on the use of new technologies This leads us to conclude that the teaching design implemented is effective for improvement in both areas.
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来源期刊
CiteScore
1.10
自引率
0.00%
发文量
19
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