Educational Innovation and reflection on the Nature of Science in Training Scenarios for Natural Science Teachers

This paper explores the role given to the Nature of Science (NOS) in teaching proposals elaborated by teachers who completed the Higher Diploma in Teaching of Experimental Practices in Science (UNRC). Through a documentary analysis, the NOS axes contemplated in the proposals were identified and the...

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Autores principales: Ferragutti, Silvana, Astudillo, Carola, Pastorino, Isabel
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2000
Materias:
Teacher training
Nature of Science
Educational Innovation
Practical Laboratory Activities
Formación docente
Naturaleza de la Ciencia
Innovación educativa
Actividades prácticas de laboratorio
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28748
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-28748
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spelling I10-R313-article-287482021-11-12T18:42:57Z Educational Innovation and reflection on the Nature of Science in Training Scenarios for Natural Science Teachers Innovación educativa y reflexión sobre la Naturaleza de la Ciencia en escenarios de formación de Profesores de Ciencias Naturales Ferragutti, Silvana Astudillo, Carola Pastorino, Isabel Teacher training Nature of Science Educational Innovation Practical Laboratory Activities Formación docente Naturaleza de la Ciencia Innovación educativa Actividades prácticas de laboratorio This paper explores the role given to the Nature of Science (NOS) in teaching proposals elaborated by teachers who completed the Higher Diploma in Teaching of Experimental Practices in Science (UNRC). Through a documentary analysis, the NOS axes contemplated in the proposals were identified and the scope and limitations of the included Laboratory Practical Activities (LPA) were characterized. The results indicate that most of the productions recover epistemological, sociological and historical aspects, both in foundations and in activities, although with different scopes and levels of integration and argumentation. In the analysis of the structural phases of the LPA, innovative features were identified that coexist with classical, linear, unquestionable and decontextualized perspectives. El presente trabajo explora el papel otorgado a la Naturaleza de la Ciencia (NdC) en propuestas de enseñanza elaboradas por docentes que finalizaron la Diplomatura Superior en Enseñanza de Prácticas Experimentales en Ciencias (UNRC). A través de un análisis documental, se identificaron los ejes de NdC contemplados en las propuestas y se caracterizaron alcances y limitaciones de las Actividades Prácticas de Laboratorio (APL) incluidas. Los resultados señalan que, en su mayoría, las producciones recuperan, tanto en fundamentaciones como en actividades, aspectos epistemológicos, sociológicos e históricos, aunque con diferentes alcances y niveles de integración y argumentación. En el análisis de las fases estructurales de las APL se identificaron rasgos innovadores que coexisten con perspectivas clásicas, lineales, aproblemáticas y descontextualizadas. Asociación de Docentes de Ciencias Biológicas de la Argentina 2000-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28748 10.59524/2344-9225.v23.n2.28748 Journal of Biology Education; Vol. 23 No. 2 (2020): Journal of Biology Education; 18-31 Revista de Educación en Biología; Vol. 23 Núm. 2 (2020): Revista de Educación en Biología; 18-31 2344-9225 0329-5192 10.59524/2344.9225.v23.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28748/32792 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28748/32806 Derechos de autor 2020 Silvana Ferragutti, Carola Astudillo, Isabel Pastorino 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
topic Teacher training
Nature of Science
Educational Innovation
Practical Laboratory Activities
Formación docente
Naturaleza de la Ciencia
Innovación educativa
Actividades prácticas de laboratorio
spellingShingle Teacher training
Nature of Science
Educational Innovation
Practical Laboratory Activities
Formación docente
Naturaleza de la Ciencia
Innovación educativa
Actividades prácticas de laboratorio
Ferragutti, Silvana
Astudillo, Carola
Pastorino, Isabel
Educational Innovation and reflection on the Nature of Science in Training Scenarios for Natural Science Teachers
topic_facet Teacher training
Nature of Science
Educational Innovation
Practical Laboratory Activities
Formación docente
Naturaleza de la Ciencia
Innovación educativa
Actividades prácticas de laboratorio
author Ferragutti, Silvana
Astudillo, Carola
Pastorino, Isabel
author_facet Ferragutti, Silvana
Astudillo, Carola
Pastorino, Isabel
author_sort Ferragutti, Silvana
title Educational Innovation and reflection on the Nature of Science in Training Scenarios for Natural Science Teachers
title_short Educational Innovation and reflection on the Nature of Science in Training Scenarios for Natural Science Teachers
title_full Educational Innovation and reflection on the Nature of Science in Training Scenarios for Natural Science Teachers
title_fullStr Educational Innovation and reflection on the Nature of Science in Training Scenarios for Natural Science Teachers
title_full_unstemmed Educational Innovation and reflection on the Nature of Science in Training Scenarios for Natural Science Teachers
title_sort educational innovation and reflection on the nature of science in training scenarios for natural science teachers
description This paper explores the role given to the Nature of Science (NOS) in teaching proposals elaborated by teachers who completed the Higher Diploma in Teaching of Experimental Practices in Science (UNRC). Through a documentary analysis, the NOS axes contemplated in the proposals were identified and the scope and limitations of the included Laboratory Practical Activities (LPA) were characterized. The results indicate that most of the productions recover epistemological, sociological and historical aspects, both in foundations and in activities, although with different scopes and levels of integration and argumentation. In the analysis of the structural phases of the LPA, innovative features were identified that coexist with classical, linear, unquestionable and decontextualized perspectives.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2000
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28748
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first_indexed 2024-09-03T20:31:39Z
last_indexed 2024-09-03T20:31:39Z
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