O que são atitudes investigativa e cientÃfica, afinal?
Resumen
Em virtude do uso corriqueiro, mas pouco fundamentado dos termos “atitude investigativa†e “atitude cientÃfica†por profissionais da área de Educação em Ciências, este trabalho busca apresentar um levantamento conceitual a respeito destes termos, bem como a desambiguação com os conceitos “habilidade cientÃfica†e “habilidade investigativaâ€. Para tanto, foram selecionados 37 artigos que apresentavam definições e atributos (caracterÃsticas) para os termos mencionados e associação à área de Educação em Ciências. Os resultados apontam para uma concepção mais restrita de atitude investigativa com relação a bases cognitivas, tais como a ética na ciência e as crenças cientÃficas, diferenciando-se nesse sentido da concepção encontrada para atitude cientÃfica. Já as habilidades investigativas e cientÃficas se sobrepõem conceitualmente, diferenciando-se das atitudes por apresentarem caráter comportamental. Para todos os conceitos, foi encontrada uma ampla gama de atributos, com similaridades e diferenças de acordo com suas definições, indicando a complexidade de caracterização dos mesmos.
Citas
Abir, A. e Dori, Y. J. (2013). Inquiry, Chemistry Understanding Levels, and Bilingual Learning. Educación QuÃmica, 24(1), 37-43. Em: https://doi.org/10.1016/S0187-893X(13)73193-8
Bitan-Friedlander, N., Dreyfus, A., e Milgrom, Z. (2004). Types of ‘‘teachers in training’’: the reactions of primary school science teachers when confronted with the task of implementing an innovation. Teaching and Teacher Education, 20, 607–619. Em: https://doi.org/10.1016/j.tate.2004.06.007
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237. Em: https://doi.org/10.1016/j.compedu.2015.07.003
Çorlu, M. A., e Çorlu, M. S. (2012). Scientific Inquiry Based Professional Development Models in Teacher Education. Educational Sciences: Theory & Practice, 12(1), 514-521.
Cupani, A. (1989). A objetividade cientÃfica como problema filosófico. Caderno Catarinense de Ensino de FÃsica, 6(especial), 18-29. Em: https://doi.org/10.50
Di Mauro, M. F., Furman, M., e Bravo, B. (2015). Las habilidades cientÃficas en la escuela primaria: un estudio del nivel de desempeño en niños de 4. año. Revista Electrónica de Investigación en Educación en Ciencias, 10(2), 1-10.
Ferreira, T. A. S. (2015). Entendimento, conhecimento e autonomia: Virtudes Intelectuais e o Objetivo do Ensino de Ciências (Tese Doutoramento). Universidade Federal da Bahia, Brasil.
Feyerabend, P. (1977). Contra o método. Rio de Janeiro: Francisco Alves.
Flory, S. L., Ingram, E. L., Heidinger, B. J., e Tintjer, T. (2005). Hands-On in the Non-Laboratory Classroom. The American Biology Teacher, 67(9), 542-547.
Gobert, J. D., Kim, Y. J., Sao Pedro, M. A., Kennedy, M., e Betts, C. G. (2015). Using educational data mining to assess students’ skills at designing and conducting experiments within a complex systems microworld. Thinking Skills and Creativity, 18, 81–90. Em: https://doi.org/10.1016/j.tsc.2015.04.008
Harrison, C. (2014). Assessment of Inquiry Skills in the SAILS Project. Science Education International, 25(1), 112-122.
Hershkovitz, A., Baker, R. S. J., Gobert, J., Wixon, M., e Sao Pedro, M. (2013). Discovery With Models: A Case Study on Carelessness in Computer-Based Science Inquiry. American Behavioral Scientist, 57(10), 1480–1499. Em: https://doi.org/10.1177/0002764213479365
Im, S,. e Kim, O. J. (2014). An approach to teach Science to students with limited language proficiency: in the case of students with hearing impairment. International Journal of Science and Mathematics Education, 12, 1393-1406. Em: https://doi.org/10.1007/s10763-013-9465-1
Kennedy-Clark, S. (2011). Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education. Computers & Education, 57, 2224–2235.
Ketpichainarong, W., Panijpan, B., e Ruenwongsa, P. (2010). Enhanced learning of biotechnology students by an inquiry-based cellulase laboratory. International Journal of Environmental & Science Education, 5(2), 169-187.
Kuhn, D., Pease, M., e Wirkala, C. (2009). Coordinating the effects of multiple variables: A skill fundamental to scientific thinking. Journal of Experimental Child Psychology, 103, 268–284. Em: https://doi.org/10.1016/j.jecp.2009.01.009
Kuhn, T. S. (1982). A estrutura das revoluções cientÃficas. São Paulo: Perspectiva.
Lacap, M. P. (2015). The Scientific Attitudes of Students Major In Science in the New Teacher Education Curriculum. Asia Pacific Journal of Multidisciplinary Research, 3(5), 7-15.
Lakatos, I. (1993). La metodologÃa de los programas de investigación cientÃfica. Madrid: Alianza.
Lin, L. –F., Hsu, Y.-S., e Yeh, Y.-F. (2012). The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists. Journal of Science Education and Technology, 21, 370–383.Em: https://doi.org/10.1007/s10956-011-9330-3
MacLaren, R. D., Schulte, D., e Kennedy, J. (2012). Field Research Studying Whales in an Undergraduate Animal Behavior Laboratory. Bioscene, 38(1), 3-10.
Ministério da Educação Brasil (2013). Diretrizes Curriculares Nacionais Gerais da Educação Básica/ Ministério da Educação. BrasÃlia: MEC, SEB, DICEI.
Maturana, H. (2001). Cognição, ciência e vida cotidiana. Belo Horizonte: Editora da UFMG.
Maturana, H. (2005). El sentido de lo humano. Santiago de Chile: J. C. Saéz Editor, 2005.
Michalsky, T. (2012). Shaping Self-Regulation in Science Teachers’ Professional Growth: Inquiry Skills. Science Education, 96(6), 1106–1133. Em: https://doi.org/10.1002/sce.21029
Mukhopadhyay, R. (2014). Scientific attitude – some psychometric considerations. IOSR Journal of Humanities And Social Science, 19(1), 98-100.
Muñoz Cabas, D., Aular de Durán, J., Reyes, L. M., e Leal, M. (2010). Actitud investigativa en estudiantes de pregrado: indicadores conductuales, cognitivos y afectivos. Multiciencias, 10, 254-258.
Mustafa, M. I., e Trudel, L. (2013). The Impact of Cognitive Tools on the Development of the Inquiry Skills of High School Students in Physics. International Journal of Advanced Computer Science and Applications, 4(9), 124-129. Em: https://doi.org/10.14569/IJACSA.2013.040920
Oliveira, M. B. (2011) Formas de autonomia da ciência. Scientia Studia, 9(3), 527-561.
Oluwatelure, T. A. (2015). Gender Difference in Achievement and Attitude of Public Secondary School Students towards Science. Journal of Education and Practice, 6(2), 87-92.
Palmer, D. H. (2009). Student Interest Generated During an Inquiry Skills Lesson. Journal of Research in Science Teaching, 46(2), 147–165. Em: https://doi.org/10.1002/tea.20263
Panneerselvam, M., e Muthamizhselvan, M. (2015). The Secondary School students in relation to Scientific Attitude and Achievement in Science. IOSR Journal of Research & Method in Education, 5(2), 5-8.
Park, J., e Kim, I. (1998). Analysis of Students' Responses to Contradictory Results Obtained by Simple Observation or Controlling Variables. Research in Science Education, 28(3), 365-376. Em: https://doi.org/10.1007/BF02461569
Pellathy, S. L., Paul, J., Cartier, J. L., e Wittfeldt, C. (2007). Developing investigative skills purposefully: thoughtful planning transforms general skills into tools for understanding authentic scientific inquiry. Science and Children, 3, 46-49.
Pitafi, A. I., e Farooq, M. (2012). Measurement of scientific attitude of secondary school students in Pakistan. Academic Research International, 2, 379-392.
Pizzato, M. C., Roveda, R., Silva, C. B., Rocha, P., Sebastiany, A. P., e Escott, C. (2013). Investigando comportamentos investigativos em espaços não formais de ensino. Enseñanza de las Ciencias, número extra, 599-604.
Popper, K. R. (1975) O conhecimento cientÃfico. Belo Horizonte: Itatiaia Editora.
Qian, Y. (2009). 3D Multi-User Virtual Environments: Promising Directions for Science Education. Science Educator, 18(2), 25-29.
Razera, J. C. C., e Nardi, R. (2016). Ética no ensino de ciências: responsabilidades e compromissos com a evolução moral da criança nas discussões de assuntos controvertidos. Investigações em Ensino de Ciências, 11(1). DisponÃvel em: http://www.if.ufrgs.br/public/ensino/vol11/n1/v11_n1_a3.html.
Reyes, L. M., Aular de Durán, J., Palencia Piña, J., e Muñoz Cabas, D. (2010). Una visión integradora de la investigación estudiantil en pregrado Revista de Ciencias Sociales, 16(2), 251-259.
Smoláková, N., Svajda, J., Koróny, S., e Cincera, J. (2016). The Benefit of the GLOBE program for the Development of Inquiry Competence in the Czech and Slovak Contexts. International Journal of Environmental & Science Education, 11(16), 9507-9519.
Strand-Cary, M., e Klahr, D. (2008). Developing elementary science skills: Instructional effectiveness and path Independence. Cognitive Development, 23, 488–511. Em: https://doi.org/10.1016/j.cogdev.2008.09.005
Ting, C. –Y., e Phon-Amnuaisuk, S. (2009). Factors influencing the performance of Dynamic Decision Network for INQPRO. Computers & Education, 52, 762–780.
Ting, C. –Y., e Phon-Amnuaisuk, S. (2012). Properties of Bayesian student model for INQPRO. Appllied Intelligence, 36, 391–406. Em: https://doi.org/10.1016/j.compedu.2008.12.003
Toulmin, S. (1977). La comprensión humana, Vol.1. El uso colectivo y la evolución de los conceptos. Madrid: Alianza.
Valderrama, J. M. (2008). Saberes previos y sentido común en la enseñanza-aprendizaje de las ciencias: un enfoque desde la historia epistemológica de las ciencias. Ensaio, 10(2), 340-350.
Wang, J., Guo, D., e Jou, M. (2015). A study on the effects of model-based inquiry pedagogy on students’ inquiry skills in a virtual physics lab. Computers in Human Behavior, 49, 658–669. Em: https://doi.org/10.1016/j.chb.2015.01.043
Williams, D. C., Ma, Y., Prejean, L., Ford, M. J., e Lai, G. (2007). Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp. Journal of Research on Technology in Education, 40(2), 201–216. Em: https://doi.org/10.1080/15391523.2007.10782505
Zúñiga, M. R., Arévalo, A. M., e Maggio, M. M. (2015). Actividades de demostración sobre “Leyes de los Gases†en clases de Ciencias de 8° básico: Contenidos y habilidades cientÃficas, procesos cognitivos y participación verbal. Estudios Pedagógicos, 41(especial), 213-229. Em: https://dx.doi.org/10.4067/S0718-07052015000300014
Zúñiga, M. R., Arévalo, A. M., e Maggio, M. M. (2014). Coherencia curricular y oportunidades para aprender Ciencias. Ciência e Educação, 20(4), 955-970. Em: http://dx.doi.org/10.1590/1516-73132014000400012
Bitan-Friedlander, N., Dreyfus, A., e Milgrom, Z. (2004). Types of ‘‘teachers in training’’: the reactions of primary school science teachers when confronted with the task of implementing an innovation. Teaching and Teacher Education, 20, 607–619. Em: https://doi.org/10.1016/j.tate.2004.06.007
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237. Em: https://doi.org/10.1016/j.compedu.2015.07.003
Çorlu, M. A., e Çorlu, M. S. (2012). Scientific Inquiry Based Professional Development Models in Teacher Education. Educational Sciences: Theory & Practice, 12(1), 514-521.
Cupani, A. (1989). A objetividade cientÃfica como problema filosófico. Caderno Catarinense de Ensino de FÃsica, 6(especial), 18-29. Em: https://doi.org/10.50
Di Mauro, M. F., Furman, M., e Bravo, B. (2015). Las habilidades cientÃficas en la escuela primaria: un estudio del nivel de desempeño en niños de 4. año. Revista Electrónica de Investigación en Educación en Ciencias, 10(2), 1-10.
Ferreira, T. A. S. (2015). Entendimento, conhecimento e autonomia: Virtudes Intelectuais e o Objetivo do Ensino de Ciências (Tese Doutoramento). Universidade Federal da Bahia, Brasil.
Feyerabend, P. (1977). Contra o método. Rio de Janeiro: Francisco Alves.
Flory, S. L., Ingram, E. L., Heidinger, B. J., e Tintjer, T. (2005). Hands-On in the Non-Laboratory Classroom. The American Biology Teacher, 67(9), 542-547.
Gobert, J. D., Kim, Y. J., Sao Pedro, M. A., Kennedy, M., e Betts, C. G. (2015). Using educational data mining to assess students’ skills at designing and conducting experiments within a complex systems microworld. Thinking Skills and Creativity, 18, 81–90. Em: https://doi.org/10.1016/j.tsc.2015.04.008
Harrison, C. (2014). Assessment of Inquiry Skills in the SAILS Project. Science Education International, 25(1), 112-122.
Hershkovitz, A., Baker, R. S. J., Gobert, J., Wixon, M., e Sao Pedro, M. (2013). Discovery With Models: A Case Study on Carelessness in Computer-Based Science Inquiry. American Behavioral Scientist, 57(10), 1480–1499. Em: https://doi.org/10.1177/0002764213479365
Im, S,. e Kim, O. J. (2014). An approach to teach Science to students with limited language proficiency: in the case of students with hearing impairment. International Journal of Science and Mathematics Education, 12, 1393-1406. Em: https://doi.org/10.1007/s10763-013-9465-1
Kennedy-Clark, S. (2011). Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education. Computers & Education, 57, 2224–2235.
Ketpichainarong, W., Panijpan, B., e Ruenwongsa, P. (2010). Enhanced learning of biotechnology students by an inquiry-based cellulase laboratory. International Journal of Environmental & Science Education, 5(2), 169-187.
Kuhn, D., Pease, M., e Wirkala, C. (2009). Coordinating the effects of multiple variables: A skill fundamental to scientific thinking. Journal of Experimental Child Psychology, 103, 268–284. Em: https://doi.org/10.1016/j.jecp.2009.01.009
Kuhn, T. S. (1982). A estrutura das revoluções cientÃficas. São Paulo: Perspectiva.
Lacap, M. P. (2015). The Scientific Attitudes of Students Major In Science in the New Teacher Education Curriculum. Asia Pacific Journal of Multidisciplinary Research, 3(5), 7-15.
Lakatos, I. (1993). La metodologÃa de los programas de investigación cientÃfica. Madrid: Alianza.
Lin, L. –F., Hsu, Y.-S., e Yeh, Y.-F. (2012). The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists. Journal of Science Education and Technology, 21, 370–383.Em: https://doi.org/10.1007/s10956-011-9330-3
MacLaren, R. D., Schulte, D., e Kennedy, J. (2012). Field Research Studying Whales in an Undergraduate Animal Behavior Laboratory. Bioscene, 38(1), 3-10.
Ministério da Educação Brasil (2013). Diretrizes Curriculares Nacionais Gerais da Educação Básica/ Ministério da Educação. BrasÃlia: MEC, SEB, DICEI.
Maturana, H. (2001). Cognição, ciência e vida cotidiana. Belo Horizonte: Editora da UFMG.
Maturana, H. (2005). El sentido de lo humano. Santiago de Chile: J. C. Saéz Editor, 2005.
Michalsky, T. (2012). Shaping Self-Regulation in Science Teachers’ Professional Growth: Inquiry Skills. Science Education, 96(6), 1106–1133. Em: https://doi.org/10.1002/sce.21029
Mukhopadhyay, R. (2014). Scientific attitude – some psychometric considerations. IOSR Journal of Humanities And Social Science, 19(1), 98-100.
Muñoz Cabas, D., Aular de Durán, J., Reyes, L. M., e Leal, M. (2010). Actitud investigativa en estudiantes de pregrado: indicadores conductuales, cognitivos y afectivos. Multiciencias, 10, 254-258.
Mustafa, M. I., e Trudel, L. (2013). The Impact of Cognitive Tools on the Development of the Inquiry Skills of High School Students in Physics. International Journal of Advanced Computer Science and Applications, 4(9), 124-129. Em: https://doi.org/10.14569/IJACSA.2013.040920
Oliveira, M. B. (2011) Formas de autonomia da ciência. Scientia Studia, 9(3), 527-561.
Oluwatelure, T. A. (2015). Gender Difference in Achievement and Attitude of Public Secondary School Students towards Science. Journal of Education and Practice, 6(2), 87-92.
Palmer, D. H. (2009). Student Interest Generated During an Inquiry Skills Lesson. Journal of Research in Science Teaching, 46(2), 147–165. Em: https://doi.org/10.1002/tea.20263
Panneerselvam, M., e Muthamizhselvan, M. (2015). The Secondary School students in relation to Scientific Attitude and Achievement in Science. IOSR Journal of Research & Method in Education, 5(2), 5-8.
Park, J., e Kim, I. (1998). Analysis of Students' Responses to Contradictory Results Obtained by Simple Observation or Controlling Variables. Research in Science Education, 28(3), 365-376. Em: https://doi.org/10.1007/BF02461569
Pellathy, S. L., Paul, J., Cartier, J. L., e Wittfeldt, C. (2007). Developing investigative skills purposefully: thoughtful planning transforms general skills into tools for understanding authentic scientific inquiry. Science and Children, 3, 46-49.
Pitafi, A. I., e Farooq, M. (2012). Measurement of scientific attitude of secondary school students in Pakistan. Academic Research International, 2, 379-392.
Pizzato, M. C., Roveda, R., Silva, C. B., Rocha, P., Sebastiany, A. P., e Escott, C. (2013). Investigando comportamentos investigativos em espaços não formais de ensino. Enseñanza de las Ciencias, número extra, 599-604.
Popper, K. R. (1975) O conhecimento cientÃfico. Belo Horizonte: Itatiaia Editora.
Qian, Y. (2009). 3D Multi-User Virtual Environments: Promising Directions for Science Education. Science Educator, 18(2), 25-29.
Razera, J. C. C., e Nardi, R. (2016). Ética no ensino de ciências: responsabilidades e compromissos com a evolução moral da criança nas discussões de assuntos controvertidos. Investigações em Ensino de Ciências, 11(1). DisponÃvel em: http://www.if.ufrgs.br/public/ensino/vol11/n1/v11_n1_a3.html.
Reyes, L. M., Aular de Durán, J., Palencia Piña, J., e Muñoz Cabas, D. (2010). Una visión integradora de la investigación estudiantil en pregrado Revista de Ciencias Sociales, 16(2), 251-259.
Smoláková, N., Svajda, J., Koróny, S., e Cincera, J. (2016). The Benefit of the GLOBE program for the Development of Inquiry Competence in the Czech and Slovak Contexts. International Journal of Environmental & Science Education, 11(16), 9507-9519.
Strand-Cary, M., e Klahr, D. (2008). Developing elementary science skills: Instructional effectiveness and path Independence. Cognitive Development, 23, 488–511. Em: https://doi.org/10.1016/j.cogdev.2008.09.005
Ting, C. –Y., e Phon-Amnuaisuk, S. (2009). Factors influencing the performance of Dynamic Decision Network for INQPRO. Computers & Education, 52, 762–780.
Ting, C. –Y., e Phon-Amnuaisuk, S. (2012). Properties of Bayesian student model for INQPRO. Appllied Intelligence, 36, 391–406. Em: https://doi.org/10.1016/j.compedu.2008.12.003
Toulmin, S. (1977). La comprensión humana, Vol.1. El uso colectivo y la evolución de los conceptos. Madrid: Alianza.
Valderrama, J. M. (2008). Saberes previos y sentido común en la enseñanza-aprendizaje de las ciencias: un enfoque desde la historia epistemológica de las ciencias. Ensaio, 10(2), 340-350.
Wang, J., Guo, D., e Jou, M. (2015). A study on the effects of model-based inquiry pedagogy on students’ inquiry skills in a virtual physics lab. Computers in Human Behavior, 49, 658–669. Em: https://doi.org/10.1016/j.chb.2015.01.043
Williams, D. C., Ma, Y., Prejean, L., Ford, M. J., e Lai, G. (2007). Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp. Journal of Research on Technology in Education, 40(2), 201–216. Em: https://doi.org/10.1080/15391523.2007.10782505
Zúñiga, M. R., Arévalo, A. M., e Maggio, M. M. (2015). Actividades de demostración sobre “Leyes de los Gases†en clases de Ciencias de 8° básico: Contenidos y habilidades cientÃficas, procesos cognitivos y participación verbal. Estudios Pedagógicos, 41(especial), 213-229. Em: https://dx.doi.org/10.4067/S0718-07052015000300014
Zúñiga, M. R., Arévalo, A. M., e Maggio, M. M. (2014). Coherencia curricular y oportunidades para aprender Ciencias. Ciência e Educação, 20(4), 955-970. Em: http://dx.doi.org/10.1590/1516-73132014000400012
Publicado
2019-11-03
##submission.howToCite##
CAMARA PIZZATO, Michelle et al.
O que são atitudes investigativa e cientÃfica, afinal?.
Revista Electrónica de Enseñanza de las Ciencias, [S.l.], v. 18, n. 2, p. 342-360, nov. 2019.
ISSN 1579-1513.
Disponible en: <http://revistas.educacioneditora.net/index.php/REEC/article/view/351>. Fecha de acceso: 26 oct. 2025
Sección
ArtÃculos de investigación
