Nature of science and education A contribution to training teacher

This paper describes a study in the epistemological conceptions of four groups of Natural Sciences teachers and future teachers. The study consisted in a didactic sequences analysis developed in different training contexts. The focus was on those statements that refer specifically to the knowledge t...

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Autores principales: Astudillo, Carola, Rivarosa, Alcira, Ortiz, Félix
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2011
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22329
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Revista de Educación en Biología de Universidad Nacional de Córdoba
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spelling I10-R313-article-223292021-11-12T18:41:56Z Nature of science and education A contribution to training teacher Naturaleza de la ciencia y enseñanza Un aporte para la formación del profesorado Astudillo, Carola Rivarosa, Alcira Ortiz, Félix This paper describes a study in the epistemological conceptions of four groups of Natural Sciences teachers and future teachers. The study consisted in a didactic sequences analysis developed in different training contexts. The focus was on those statements that refer specifically to the knowledge taught. As a result, the main teacher's resistance and mobilization thoughts, about science nature, were differentiated as an extreme in a progression continuum. Thus, it was expected to provide further criteria to support strategies that enable teachers to recognize those concepts that are naïve or inadequate, as well as mobilize more relativistic, open and complex senses about science and its teaching Se describe un estudio acerca de las concepciones epistemológicas de cuatro grupos de profesores y futuros profesores de Ciencias Naturales. El mismo consiste en el análisis de secuencias didácticas elaboradas en contextos diversos de formación, focalizando sobre aquellos enunciados que refieren específicamente al conocimiento a enseñar. Como resultado se diferencian los principales núcleos de resistencia y movilización del pensamiento docente acerca de la naturaleza de la ciencia a modo de extremos de un continuo de progresión. Con este estudio se espera aportar criterios para fundamentar estrategias de formación capaces de reconocer aquellas concepciones docentes más ingenuas o inadecuadas y movilizar sentidos más relativistas, abiertos y complejos acerca de la ciencia y su enseñanza. Asociación de Docentes de Ciencias Biológicas de la Argentina 2011-10-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22329 10.59524/2344-9225.v14.n2.22329 Journal of Biology Education; Vol. 14 No. 2 (2011): Revista de Educación en Biología; (pp. 13-23) Revista de Educación en Biología; Vol. 14 Núm. 2 (2011): Revista de Educación en Biología; (pp. 13-23) 2344-9225 0329-5192 10.59524/2344.9225.v14.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22329/21947 Derechos de autor 2011 Carola Astudillo, Alcira Rivarosa, Félix Ortiz https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
author Astudillo, Carola
Rivarosa, Alcira
Ortiz, Félix
spellingShingle Astudillo, Carola
Rivarosa, Alcira
Ortiz, Félix
Nature of science and education A contribution to training teacher
author_facet Astudillo, Carola
Rivarosa, Alcira
Ortiz, Félix
author_sort Astudillo, Carola
title Nature of science and education A contribution to training teacher
title_short Nature of science and education A contribution to training teacher
title_full Nature of science and education A contribution to training teacher
title_fullStr Nature of science and education A contribution to training teacher
title_full_unstemmed Nature of science and education A contribution to training teacher
title_sort nature of science and education a contribution to training teacher
description This paper describes a study in the epistemological conceptions of four groups of Natural Sciences teachers and future teachers. The study consisted in a didactic sequences analysis developed in different training contexts. The focus was on those statements that refer specifically to the knowledge taught. As a result, the main teacher's resistance and mobilization thoughts, about science nature, were differentiated as an extreme in a progression continuum. Thus, it was expected to provide further criteria to support strategies that enable teachers to recognize those concepts that are naïve or inadequate, as well as mobilize more relativistic, open and complex senses about science and its teaching
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2011
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22329
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AT rivarosaalcira naturalezadelacienciayensenanzaunaporteparalaformaciondelprofesorado
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first_indexed 2024-09-03T20:30:18Z
last_indexed 2024-09-03T20:30:18Z
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