Browsing by Author "Cuellar L."

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Epistemological Foundations for Science Education
    (Springer Science and Business Media B.V., 2024) Ariza Y.; Arriassecq I.; Cuellar L.; Silva C.C.
    © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.According to many authors, scientific education promotes new ways of reasoning that should have an important epistemological component. Chapter 9 presents some recent epistemological models to foster pedagogical interventions in Latin American science classrooms toward giving students valid criteria to act consciously and autonomously. The authors posit that experiments and language in school science do not need to be strictly those of scientists for students to reach meaningful scientific knowledge: the questions and answers considered in the classroom will be different from those of scientists but still profoundly connected to them.
  • No Thumbnail Available
    Item
    What do chemistry teachers think about school scientific problem solving and scientific thinking competences?¿Qué piensan los profesores de química en ejercicio acerca de la resolución de problemas científicos escolares y sobre las competencias de pensamiento científico?
    (2014) Quintanilla Gatica Mario Roberto; Joglar C.; Labarrere A.; Merino C.; Cuellar L.; Koponen I.
    This work derives from the theoretical and methodological orientations of a research program initiated in 2007 (FONDECYT 1070795, 1095149 and 1110598) whose purpose has been to identify and characterize the notions of science teachers and future teachers of school scientific problem solving and scientific thinking skills, as well as, the best strategy in which science education should be addressed in the school chemistry teaching. First-order results clearly indicated that their notions of scientific thinking skills and problem solving are fragmented, simple, minimally processed and even contradictory. The possible explanation for these results, we believe, is linked to a traditional representation of science and scientific knowledge products, and a simple and dogmatic instrumental image of teaching and learning chemistry.