¿Cómo piensan la noción de desarrollo de los estudiantes, los profesores de ciencia en ejercicio de la Enseñanza Media Obligatoria?
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Date
2018
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Abstract
En este artículo aportamos algunas directrices teóricas y metodológicas para compren-der las concepciones acerca del desarrollo de sus estudiantes, subyacentes al pensamiento de los profeso-res de ciencia de enseñanza media, considerando un grupo de 99 profesores, a quienes se les aplicó un Cuestionario de Planos del Desarrollo, de los cuales solo se consideraron tres. Se identificó la manera en que operan las dimensiones referenciales; se constató un efecto de «ajuste referencial», así como incon-gruencias y desequilibrios en las dimensiones teórico-referenciales de sus concepciones. Los resultados más significativos coinciden con investigaciones que identifican la variabilidad, mezcla y efecto de hibridación de las concepciones, que transitan desde ingenuas y tradicionalistas hasta más sofisticadas, haciendo más complejos los discursos y las diferentes acciones del profesorado.
In this article we provide some theoretical and methodological guidelines to understand the conceptions of the development in students, underlying the thinking of science teachers of secondary education, and considering a group of 99 teachers, who were given a Questionnaire of Development, from which only 3 were considered. The way in which the referential dimensions operate was identified; an effect of "referential adjustment" was found, as well as inconsistencies and imbalances in the theoretical referential dimensions of their conceptions. The most significant results coincide with research that identifies the variability, mixture and effect of hybridization of conceptions, which go from the naive and traditionalist to the more sophisticated, making teachers' speeches and actions more complex.
In this article we provide some theoretical and methodological guidelines to understand the conceptions of the development in students, underlying the thinking of science teachers of secondary education, and considering a group of 99 teachers, who were given a Questionnaire of Development, from which only 3 were considered. The way in which the referential dimensions operate was identified; an effect of "referential adjustment" was found, as well as inconsistencies and imbalances in the theoretical referential dimensions of their conceptions. The most significant results coincide with research that identifies the variability, mixture and effect of hybridization of conceptions, which go from the naive and traditionalist to the more sophisticated, making teachers' speeches and actions more complex.
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Keywords
Concepciones, Desarrollo, Aprendizaje, Profesores de ciencias, Conceptions, Development, Learning, Science teachers