The description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. Comparison with implicit beliefs

This work is part of a research project based on the teacher-centered mediational model, which seeks to develop methodologies, procedures and instruments to study explicit and implicit epistemological and didactic beliefs of middle level science teachers (in training and in practice). The work prese...

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Detalles Bibliográficos
Autores principales: Peme, Carmen, Baquero, María Elena
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2023
Materias:
epistemological beliefs
didactic beliefs
creencias epistemológicas
creencias didácticas
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40117
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-40117
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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 epistemological beliefs
didactic beliefs
creencias epistemológicas
creencias didácticas
spellingShingle epistemological beliefs
didactic beliefs
creencias epistemológicas
creencias didácticas
Peme, Carmen
Baquero, María Elena
The description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. Comparison with implicit beliefs
topic_facet epistemological beliefs
didactic beliefs
creencias epistemológicas
creencias didácticas
author Peme, Carmen
Baquero, María Elena
author_facet Peme, Carmen
Baquero, María Elena
author_sort Peme, Carmen
title The description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. Comparison with implicit beliefs
title_short The description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. Comparison with implicit beliefs
title_full The description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. Comparison with implicit beliefs
title_fullStr The description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. Comparison with implicit beliefs
title_full_unstemmed The description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. Comparison with implicit beliefs
title_sort description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. comparison with implicit beliefs
description This work is part of a research project based on the teacher-centered mediational model, which seeks to develop methodologies, procedures and instruments to study explicit and implicit epistemological and didactic beliefs of middle level science teachers (in training and in practice). The work presented has the following objectives: To describe and characterize (as part of the ethnographic methodology and using two inventories) some explicit didactic beliefs of a science teacher at the intermediate level (taken as a case) and to compare them with the implicit ones, obtained during the same ethnographic study (using as an interpretative framework for the explicit and implicit levels the same substantive theory with respect to these didactic beliefs). The methodology used in the ethnographic research focused on the topic (epistemological and didactic beliefs) is described. The explicit didactic beliefs of the case teacher were studied with the Inventory of Didactic and Epistemological Beliefs ([CDE]), developed by the work team, and with the Inventory of Pedagogical and Scientific Beliefs (INPECIP), developed by Porlán Ariza (1989). Responses to both inventories were analyzed using the substantive theory used to develop the JCDE. Some explicit didactic beliefs of the teacher were described and characterized. These were compared with implicit beliefs (inferred from other data sources and analyzed with the same theoretical framework).
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2023
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40117
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spelling I10-R313-article-401172023-02-16T00:22:29Z The description of explicit didactic beliefs of a science teacher using inventories as part of an ethnographic study. Comparison with implicit beliefs La descripción de creencias didácticas explícitas de una docente de ciencias empleando inventarios como parte de un estudio etnográfico. Comparación con las creencias implícitas Peme, Carmen Baquero, María Elena epistemological beliefs didactic beliefs creencias epistemológicas creencias didácticas This work is part of a research project based on the teacher-centered mediational model, which seeks to develop methodologies, procedures and instruments to study explicit and implicit epistemological and didactic beliefs of middle level science teachers (in training and in practice). The work presented has the following objectives: To describe and characterize (as part of the ethnographic methodology and using two inventories) some explicit didactic beliefs of a science teacher at the intermediate level (taken as a case) and to compare them with the implicit ones, obtained during the same ethnographic study (using as an interpretative framework for the explicit and implicit levels the same substantive theory with respect to these didactic beliefs). The methodology used in the ethnographic research focused on the topic (epistemological and didactic beliefs) is described. The explicit didactic beliefs of the case teacher were studied with the Inventory of Didactic and Epistemological Beliefs ([CDE]), developed by the work team, and with the Inventory of Pedagogical and Scientific Beliefs (INPECIP), developed by Porlán Ariza (1989). Responses to both inventories were analyzed using the substantive theory used to develop the JCDE. Some explicit didactic beliefs of the teacher were described and characterized. These were compared with implicit beliefs (inferred from other data sources and analyzed with the same theoretical framework). Este trabajo forma parte de un Proyecto de Investigación basado en el modelo mediacional centrado en el profesor, que intenta desarrollar metodologías, procedimientos e instrumentos para estudiar creencias epistemológicas y didácticas explícitas e implícitas de docentes de Ciencias del Nivel Medio (en formación y en ejercicio). El trabajo que se presenta tiene los siguientes objetivos: Describir y caracterizar (como parte de la metodología etnográfica y utilizando dos Inventarios) algunas creencias didácticas explícitas de una docente de Ciencia del Nivel Medio (tomada como caso) y compararlas con las implícitas, obtenidas durante el mismo estudio etnográfico (empleando como marco interpretativo del nivel explícito y del implícito la misma teoría sustantiva respecto a dichas creencias didácticas). Se describe la metodología utilizada en la investigación etnográfica centrada en el tema (creencias epistemológicas y didácticas). Las creencias didácticas explicitas de la docente caso se estudiaron con el Inventario de Creencias Didácticas y Epistemológicas ([CDE), elaborado por el equipo de trabajo y con el Inventario de Creencias Pedagógicas y Científicas (INPECIP), desarrollado por Porlán Ariza (1989). Se analizaron las respuestas a ambos Inventarios empleando la teoría sustantiva usada para desarrollar el JCDE. Se describieron y caracterizaron algunas creencias explicitas didácticas de la profesora. Se las comparó con las creencias implícitas (inferidas de otras fuentes de datos y analizadas con el mismo marco teórico). Asociación de Docentes de Ciencias Biológicas de la Argentina 2023-02-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40117 10.59524/2344-9225.v4.n2.40117 Journal of Biology Education; Vol. 4 No. 2 (2001): Revista de Educación en Biología; 9-17 Revista de Educación en Biología; Vol. 4 Núm. 2 (2001): Revista de Educación en Biología; 9-17 2344-9225 0329-5192 10.59524/2344.9225.v4.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40117/40433 https://creativecommons.org/licenses/by-nc-sa/4.0

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