Divergent thinking and metascientific component in future physics teachers

This work is part of a doctoral thesis in the teaching of exact and natural sciences. One of the objectives of the thesis is to analyze the cognitive construction of metasciences based on the divergent thinking of future physics teachers. For this, the actions and interactions in an activity system...

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Autores principales: Salica, Marcelo A., Almirón, Mirian E., Olguin, Valeria
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2022
Materias:
Divergent thinking
Metascientific
Teaching practice
Physics teachers
Activity system
Pensamiento divergente
Metaciencias
Práctica docente
Profesores de física
Sistema de actividad
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39787
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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record_format ojs
spelling I10-R316-article-397872023-09-12T17:03:18Z Divergent thinking and metascientific component in future physics teachers Pensamiento divergente y el componente metacientífico en los futuros profesores de física Salica, Marcelo A. Almirón, Mirian E. Olguin, Valeria Divergent thinking Metascientific Teaching practice Physics teachers Activity system Pensamiento divergente Metaciencias Práctica docente Profesores de física Sistema de actividad This work is part of a doctoral thesis in the teaching of exact and natural sciences. One of the objectives of the thesis is to analyze the cognitive construction of metasciences based on the divergent thinking of future physics teachers. For this, the actions and interactions in an activity system such as the teaching practice in secondary education are used as an analysis tool. In this presentation the quantitative results are communicated since the methodology of the thesis is multi-methodological: qualitative and quantitative. The analysis of the results allowed grouping the 17 future physics teachers of the National University of Comahue of the cohorts: 2018, 2020 and 2022 into three groupings classified by centiles of divergent thinking: general, narrative and graphic. These groupings allow us to characterize the differences in the development of the metascientific component developed by the participants in the framework of the activity system. El presente trabajo forma parte de una tesis de doctorado en la enseñanza de las ciencias exactas y naturales. Uno de los objetivos de la tesis, consiste en analizar la construcción cognitiva de las metaciencias en función del pensamiento divergente de los futurosprofesores de física. Para esto se utiliza como herramienta de análisis las acciones e interacciones en un sistema de actividad como es la práctica docente en la educación secundaria. En esta presentación se comunican los resultados cuantitativos dado que lametodología de la tesis es multimetodológica: cualitativa y cuantitativa. El análisis de los resultados permitió agrupar a los 17 futuros profesores de física de la Universidad Nacional del Comahue, de las cohortes: 2018, 2020 y 2022 en tres agrupamientos clasificados por centiles del pensamiento divergente: general, narrativo y gráfico. Estos agrupamientos permiten caracterizar las diferencias en el desarrollo del componente metacientífico desarrollado por los participantes en el entramado del sistema de actividad. Asociación de Profesores de Física de la Argentina 2022-12-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39787 Journal of Physics Teaching; Vol. 34: Extra Issue: Selection of papers submitted to SIEF; 297-304 Revista de Enseñanza de la Física; Vol. 34: Número Extra: Selección de Trabajos presentados a SIEF; 297-304 Revista de Enseñanza de la Física; v. 34: Edição extra: Seleção de artigos enviados ao SIEF; 297-304 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39787/39916 Derechos de autor 2022 Marcelo A. Salica, Mirian E. Almirón, Valeria Olguin http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Divergent thinking
Metascientific
Teaching practice
Physics teachers
Activity system
Pensamiento divergente
Metaciencias
Práctica docente
Profesores de física
Sistema de actividad
spellingShingle Divergent thinking
Metascientific
Teaching practice
Physics teachers
Activity system
Pensamiento divergente
Metaciencias
Práctica docente
Profesores de física
Sistema de actividad
Salica, Marcelo A.
Almirón, Mirian E.
Olguin, Valeria
Divergent thinking and metascientific component in future physics teachers
topic_facet Divergent thinking
Metascientific
Teaching practice
Physics teachers
Activity system
Pensamiento divergente
Metaciencias
Práctica docente
Profesores de física
Sistema de actividad
author Salica, Marcelo A.
Almirón, Mirian E.
Olguin, Valeria
author_facet Salica, Marcelo A.
Almirón, Mirian E.
Olguin, Valeria
author_sort Salica, Marcelo A.
title Divergent thinking and metascientific component in future physics teachers
title_short Divergent thinking and metascientific component in future physics teachers
title_full Divergent thinking and metascientific component in future physics teachers
title_fullStr Divergent thinking and metascientific component in future physics teachers
title_full_unstemmed Divergent thinking and metascientific component in future physics teachers
title_sort divergent thinking and metascientific component in future physics teachers
description This work is part of a doctoral thesis in the teaching of exact and natural sciences. One of the objectives of the thesis is to analyze the cognitive construction of metasciences based on the divergent thinking of future physics teachers. For this, the actions and interactions in an activity system such as the teaching practice in secondary education are used as an analysis tool. In this presentation the quantitative results are communicated since the methodology of the thesis is multi-methodological: qualitative and quantitative. The analysis of the results allowed grouping the 17 future physics teachers of the National University of Comahue of the cohorts: 2018, 2020 and 2022 into three groupings classified by centiles of divergent thinking: general, narrative and graphic. These groupings allow us to characterize the differences in the development of the metascientific component developed by the participants in the framework of the activity system.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2022
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39787
work_keys_str_mv AT salicamarceloa divergentthinkingandmetascientificcomponentinfuturephysicsteachers
AT almironmiriane divergentthinkingandmetascientificcomponentinfuturephysicsteachers
AT olguinvaleria divergentthinkingandmetascientificcomponentinfuturephysicsteachers
AT salicamarceloa pensamientodivergenteyelcomponentemetacientificoenlosfuturosprofesoresdefisica
AT almironmiriane pensamientodivergenteyelcomponentemetacientificoenlosfuturosprofesoresdefisica
AT olguinvaleria pensamientodivergenteyelcomponentemetacientificoenlosfuturosprofesoresdefisica
first_indexed 2024-09-03T20:40:52Z
last_indexed 2024-09-03T20:40:52Z
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