大数据作为科学素养的思考技术
Big Data as a Technology-to-think-with for Scientific Literacy
摘要：
这项研究旨在确定科学素养的迹象，从教学和调查互动与谷歌趋势大数据软件的一年级学生在新汉堡，巴西南部的高中。教学策略和研究解释都有四个理论背景。首先，邦吉的认识论，它提供了一个彻底的表征科学是我们的研究的核心。第二，Fives等人的科学素养概念框架使我们的教学重点更加精确和简洁，并支持我们的方法工具之一：科学素养评估。第三，多斯桑托斯的“众壁”结构，它使科学素养本身的发展具有关注社会技术和认识论当代现象的多样性，从而为我们的研究提供了意义。最后，派普特建构主义的学习原则对我们的教育活动有一定的启示。我们的教育活动由学生组成，分为两个班，调查他们选择的现象。对评估结果进行了三角测量，将定量和定性方法结合起来。实验设计为后测，实验变量为进入世界的方式。实验组与世界互动，使用时间和区域图的兴趣的条款或主题在谷歌上搜索的分析。控制班通过现场观察校园里的细菌、真菌或其他东西来与世界进行“安慰剂”互动。作为我们研究的一般结果，与免费的校园探索相比，基于大数据分析的建构主义环境显示出其本身是一种更丰富的发展科学素养的策略。
英文摘要：
This research aimed to identify indications of scientific literacy resulting from a didactic and investigative interaction with Google Trends Big Data software by first-year students from a high-school in Novo Hamburgo, Southern Brazil. Both teaching strategies and research interpretations lie on four theoretical backgrounds. Firstly, Bunge's epistemology, which provides a thorough characterization of Science that was central to our study. Secondly, the conceptual framework of scientific literacy of Fives et al. that makes our teaching focus precise and concise, as well as supports one of our methodological tool: the SLA (scientific literacy assessment). Thirdly, the "crowdledge" construct from dos Santos, which gives meaning to our study when as it makes the development of scientific literacy itself versatile for paying attention on sociotechnological and epistemological contemporary phenomena. Finally, the learning principles from Papert's Constructionism inspired our educational activities. Our educational actions consisted of students, divided into two classes, investigating phenomena chose by them. A triangulation process to integrate quantitative and qualitative methods on the assessments results was done. The experimental design consisted in post-tests only and the experimental variable was the way of access to the world. The experimental group interacted with the world using analyses of temporal and regional plots of interest of terms or topics searched on Google. The control class did 'placebo' interactions with the world through on-site observations of bryophytes, fungus or whatever in the schoolyard. As general results of our research, a constructionist environment based on Big Data analysis showed itself as a richer strategy to develop scientific literacy, compared to a free schoolyard exploration.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
