ABSTRACT:
This work is an article-opinion derived from the review process of the original paper by Melo e Amantes (2022b), which uses a three-layer test to assess students’ epistemological profiles on the concept of density, the first article published in the journal Ensaio, whose supplementary research data were made publicly available in the Scielo Dataverse Ensaio repository. We started the debate by explaining the Open Science paradigm, which is a fundamental theme of this article-opinion. In the following, the sociocultural and classical cognitivist perspectives of learning are addressed, highlighting the core differences between them in investigations about learning scientific concepts, emphasizing the importance of modern forms of conceptual inventories to investigate students’ conceptions in larger samples. After a discussion about the method adopted by the authors, the Rasch model, and the (false) dichotomy between qualitative and quantitative research, the Open Data policy was better detailed to clarify its potential. To illustrate these notions, an example of the relevance of contextual variables in a well-known large-scale assessment program is provided.
Keywords:
Conceptual inventories; Rasch model; Open Science; Open Data
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