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...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2011
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22329 |
| Aporte de: |
| Sumario: | 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 |
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