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Browsing by Author "Alfaro Melendez, Elizabeth"

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    Estudio cuantitativo sobre las concepciones de ciencia, metodología y enseñanza para profesores en formación
    (Corporación Universitaria Lasallista, 2017) Gallego Quiceno, Dany Esteban; Bustamante Penagos, Laura; Gallego Ramírez, Lina María; Salcedo Diaz, Laura; Gava, Maristela; Alfaro Melendez, Elizabeth
    Introduction. In the pedagogical practice, different difficulties around the teaching-learning processes of different sciences and their applications components have been evidenced. In order to overcome such difficulties, it is necessary to understand meanings and explanatory models, which teachers under formation carry out on science transversal concepts, its construction, methodology, and teaching. Objective. To inquire into ideas teachers under formation have on sciences, their methodology, and teaching; Materials and methods. A quantitative research within a transversal or trans-sectional not experimental perspective with two types of different samples was carried out; Likert scale proposed by Porlán was applied. Results. From a descriptive and statistical analysis, it was concluded that teachers under formation, no matter their education level, consider -in relation to Science processes - that: observation is the first step of scientific method; research activity is around a fact or phenomenon, which occurs in a reality external to a subject, that theories are created but not a product of social construction, that scientific explanations may be accepted as true only if they may be verified, that theories are the result of experimentation. Conclusion. Within the teachers’ formation process, it is concluded that constructivist positions related with teaching processes, are the most accepted positions among teachers. In general terms, there are coincidences referred to the importance of considering that students’ ideas are important for the construction of school knowledge. Scientific teaching methodology has been used as a method for improving students’ learning; positions close to meaningful learning and to the application of knowledge to everyday environments are evidenced. Learning is mostly conceived as a construction of subjects participating in education process in which meaningful learning with applications in every day environments participate.