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...

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Autores principales: Pujalte, Alejandro, Adúriz-Bravo, Agustín, Porro, Silvia
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2015
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22467
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Revista de Educación en Biología de Universidad Nacional de Córdoba
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spelling I10-R313-article-224672021-11-12T18:42:15Z From Discourse to Classroom Practice: Images of Science by Biology Teachers Del discurso a la práctica de aula: Imágenes de ciencia en profesores y profesoras de Biología Pujalte, Alejandro Adúriz-Bravo, Agustín Porro, Silvia 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. Nuestro trabajo se enfoca en la posible coexistencia, en algunos profesores, de almenos dos imágenes de ciencia contrapuestas: una de carácter declarativo, democrática,vinculada con posicionamientos epistemológicos de corte contextualista, y otra, la quesubyace a la práctica de aula de esos profesores (a la que damos en llamar la “imagenenactiva”) que se vislumbra como deficitaria y asistencialista, más relacionada con posturasepistemológicas empiro-positivistas. Consideramos que este tipo de imagen deficitaria seconstituye en un verdadero obstáculo para la educación científica, especialmente, aquelladestinada a jóvenes de contextos socialmente desfavorecidos. Las instancias de formacióninicial y continua del Profesorado en Naturaleza de la Ciencia contribuirían a superar lamirada de déficit. Asociación de Docentes de Ciencias Biológicas de la Argentina 2015-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22467 10.59524/2344-9225.v18.n2.22467 Journal of Biology Education; Vol. 18 No. 2 (2015): Revista de Educación en Biología; (pp.11-19) Revista de Educación en Biología; Vol. 18 Núm. 2 (2015): Revista de Educación en Biología; (pp.11-19) 2344-9225 0329-5192 10.59524/2344.9225.v18.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22467/22085 Derechos de autor 2015 Alejandro Pujalte, Agustín Adúriz-Bravo, Silvia Porro 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 Pujalte, Alejandro
Adúriz-Bravo, Agustín
Porro, Silvia
spellingShingle Pujalte, Alejandro
Adúriz-Bravo, Agustín
Porro, Silvia
From Discourse to Classroom Practice: Images of Science by Biology Teachers
author_facet Pujalte, Alejandro
Adúriz-Bravo, Agustín
Porro, Silvia
author_sort Pujalte, Alejandro
title From Discourse to Classroom Practice: Images of Science by Biology Teachers
title_short From Discourse to Classroom Practice: Images of Science by Biology Teachers
title_full From Discourse to Classroom Practice: Images of Science by Biology Teachers
title_fullStr From Discourse to Classroom Practice: Images of Science by Biology Teachers
title_full_unstemmed From Discourse to Classroom Practice: Images of Science by Biology Teachers
title_sort from discourse to classroom practice: images of science by biology teachers
description 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.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2015
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22467
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