School scientific problem solving and fostering scientific thinking competencies: What do inservice chemistry teachers think?
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Date
2010
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Abstract
En el artículo se exponen los resultados de una investigación realizada en el marco del proyecto FONDECYT 1070795, cuyo objetivo consistió en identificar y caracterizar las nociones que tienen los profesores de nivel medio respecto a las competencias de pensamientocientíficoy solución de problemas, y la manera en que ambos deben trabajarse en la enseñanza de la química. Con el empleo de una muestra intencional de 33 profesores, seleccionados de un total de 117 que se incorporaron a otras fases de la investigación y mediante la administración de un cuestionario especialmente diseñado, se logró poner de manifiesto que en ellos predomina una imagen fragmentada y a veces contradictoria de la solución de problemas y de las competencias de pensamiento científico; dicha representación incorpora aspectos de inestimable valor para la formación del estudiante competente, a la vez que incluye otros que en manera alguna favorecen dicha formación en correspondencia con las exigencias actuales. Es notable que competencias de pensamiento científico y solución de problemas no se constituyan como sistema totalmente coherente en la conceptualización de los profesores investigados. Como dato relevante, se constató la oscilante valoración del carácter subjetivo de las situaciones problémicas y los problemas; junto al papel importante que, en opinión de gran parte de los profesores, desempeña el lenguaje, se le otorga un valor oscilante al trabajo con la teoría por parte de los estudiantes; igualmente resulta difusa, y a veces contradictoria, su aproximación a los procesos de algoritmización
In the article the results of an investigation conducted within the framework of the project FONDECYT 1070795 are exposed. The aims of the research were to identify and characterize the representations and knowledge that teachers in service have, from an average level of education, with respect to the competences of scientific thought and problem solution, and the way in which both should be approached. With the use of an intentional sample of 133, teachers selected from a total of 117 who were incorporated to other phases of the research trough the administration of a questionnaire especially designed, was show the predominance of a very fragmented image, sometimes contradictory, about the solution of problems and about relation between competences of scientific thought; this representation incorporates aspects of great value for the formation of the competent students, and at the same time it includes other aspects that in no way favor this formation, according to the present assessments. It is remarkable that both competences for scientific thought and solution of problems are not constituted as a totality and coherent system in the thinking of the teachers who participated in the research. It should be pointed out that we found data that show an oscillating valuation of the subjective character of the problematic situations and the problem itself; these data show, as well, that teachers give a very important role to language. It is stated that teachers give an oscillating value to the fact that students must deal with theories. It should be noted too that their approaches to the algorithmic processes are very vague, and sometimes contradictory
In the article the results of an investigation conducted within the framework of the project FONDECYT 1070795 are exposed. The aims of the research were to identify and characterize the representations and knowledge that teachers in service have, from an average level of education, with respect to the competences of scientific thought and problem solution, and the way in which both should be approached. With the use of an intentional sample of 133, teachers selected from a total of 117 who were incorporated to other phases of the research trough the administration of a questionnaire especially designed, was show the predominance of a very fragmented image, sometimes contradictory, about the solution of problems and about relation between competences of scientific thought; this representation incorporates aspects of great value for the formation of the competent students, and at the same time it includes other aspects that in no way favor this formation, according to the present assessments. It is remarkable that both competences for scientific thought and solution of problems are not constituted as a totality and coherent system in the thinking of the teachers who participated in the research. It should be pointed out that we found data that show an oscillating valuation of the subjective character of the problematic situations and the problem itself; these data show, as well, that teachers give a very important role to language. It is stated that teachers give an oscillating value to the fact that students must deal with theories. It should be noted too that their approaches to the algorithmic processes are very vague, and sometimes contradictory
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Keywords
Competencias de pensamiento científico, Resolución de problemas, Formación docente, Scientific Thinkings skills, Problem solving, Science teaching