From Discourse to Classroom Practice: Images of Science by Biology Teachers
Our work focuses on the possible coexistence, among some teachers, of at leasttwo opposing images of science. We recognize two: one, a declarative democratic imageconnected to epistemological positions with contextual view points, and another one, animage that lies beneath the practices of those tea...
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
2015
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22467 |
| Aporte de: |
| Sumario: | Our work focuses on the possible coexistence, among some teachers, of at leasttwo opposing images of science. We recognize two: one, a declarative democratic imageconnected to epistemological positions with contextual view points, and another one, animage that lies beneath the practices of those teachers (referred as ‘enactive image’),which appears as a deficit welfare view, more related to empirical and positivist ideas. Webelieve that this kind of deficit image constitutes a genuine obstacle for science education,especially when intended to youngsters from socially disadvantaged contexts. Instancesof initial and recurrent training from the Nature of Science Training Course, would helpteachers overcome this deficit view. |
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