Estudio cuantitativo sobre las concepciones de ciencia, metodología y enseñanza para profesores en formación
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Date
2017
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Lasallista
Abstract
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.
Description
Keywords
Corporación Universitaria Lasallista, Ciencia, Metodología, Enseñanza - Aprendizaje, Método científico, Formación de docentes, Aprendizaje significativo
Citation
Revista Lasallista de Investigación Vol. 14 N. 1