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: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39787 |
| Aporte de: |
| Sumario: | 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. |
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