<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172023000100503</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240142</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ARTIGO-PARECER: VALIDAÇÃO DE TESTE EM TRÊS CAMADAS PARA MAPEAR PERFIS EPISTEMOLÓGICOS DE DENSIDADE]]></article-title>
<article-title xml:lang="es"><![CDATA[INFORME DE ARBITRAJE: VALIDACIÓN DE PRUEBA EN TRES NIVELES PARA MAPEAR PERFILES EPISTEMOLÓGICOS DE DENSIDAD]]></article-title>
<article-title xml:lang="en"><![CDATA[ARTICLE-OPINION: THREE-TIER TEST VALIDATION FOR MAPPING EPISTEMOLOGICAL DENSITY PROFILES.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAVALCANTI]]></surname>
<given-names><![CDATA[CLÁUDIO JOSÉ DE HOLANDA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Instituto de Física ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172023000100503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172023000100503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172023000100503&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este trabalho é um artigo-parecer derivado do processo de avaliação do artigo original de Melo e Amantes (2022b), que usa um teste de três camadas para avaliar os perfis epistemológicos dos alunos sobre o conceito de densidade, o primeiro artigo publicado na revista Ensaio, cujos dados suplementares de pesquisa foram disponibilizados publicamente no repositório Scielo Dataverse Ensaio. Começamos o debate explicando o paradigma da Ciência Aberta, que é um tema fundamental deste artigo-parecer. Após uma breve revisão de diferentes perspectivas para investigar como os alunos aprendem conceitos científicos, são abordadas a perspectiva sociocultural e cognitivista clássica da aprendizagem, destacando as diferenças centrais entre elas nas investigações sobre o aprendizado de conceitos científicos, enfatizando a importância das formas modernas de inventários conceituais para avaliar concepções dos alunos em amostras maiores. Após uma discussão sobre o método adotado pelas autoras, o modelo de Rasch, e a (falsa) dicotomia entre pesquisas qualitativas e quantitativas, a política de Dados Abertos foi mais bem detalhada para esclarecer suas potencialidades. Para ilustrar essas noções, é dado um exemplo da relevância de variáveis contextuais em um bem conhecido programa de avaliação em larga escala.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este trabajo es un informe de arbitraje derivado del proceso de evaluación del artículo original de Melo e Amantes (2022b), que utiliza una prueba de tres niveles para evaluar los perfiles epistemológicos de los estudiantes sobre el concepto de densidad, el primer artículo publicado en la revista Ensaio, cuyos datos suplementarios de investigación fueron puestos a disposición del público en el repositorio Scielo Dataverse Ensaio. Comenzamos el debate explicando el paradigma de la Ciencia Abierta, que es un tema fundamental de este informe de arbitraje. Después de una breve revisión de distintas perspectivas sobre cómo los estudiantes aprenden los conceptos científicos, se abordan la perspectiva sociocultural y cognitivista clásica del aprendizaje, destacando las diferencias centrales entre ellas en las investigaciones sobre el aprendizaje de los conceptos científicos, enfatizando la importancia de las formas modernas de inventarios conceptuales para investigar las concepciones de los estudiantes en muestras más grandes. Después de una discusión sobre el método adoptado por las autoras, el modelo de Rasch, y la (falsa) dicotomía entre la investigación cualitativa y cuantitativa, se explicó mejor la política de Datos Abiertos para aclarar sus potencialidades. Para ilustrar estas nociones, se proporciona un ejemplo de la relevancia de las variables contextuales en un programa de evaluación a gran escala bien conocido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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&#8217; 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&#8217; 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inventários conceituais]]></kwd>
<kwd lng="pt"><![CDATA[Modelo de Rasch]]></kwd>
<kwd lng="pt"><![CDATA[Ciência Aberta]]></kwd>
<kwd lng="pt"><![CDATA[Dados Abertos]]></kwd>
<kwd lng="es"><![CDATA[Inventarios conceptuales]]></kwd>
<kwd lng="es"><![CDATA[Modelo de Rasch]]></kwd>
<kwd lng="es"><![CDATA[Ciencia Abierta]]></kwd>
<kwd lng="es"><![CDATA[Dados Abiertos]]></kwd>
<kwd lng="en"><![CDATA[Conceptual inventories]]></kwd>
<kwd lng="en"><![CDATA[Rasch model]]></kwd>
<kwd lng="en"><![CDATA[Open Science]]></kwd>
<kwd lng="en"><![CDATA[Open Data]]></kwd>
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</article-meta>
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