Análisis descriptivo de las concepciones sobre historia de las ciencias en profesores en formación inicial
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Date
2019
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Abstract
Este artículo tuvo como objetivo identificar las concepciones sobre historia de la ciencia que tie-nen los profesores en formación inicial. Se utilizó una metodología cualitativo-descriptiva. Los datos fueron obtenidos a partir de un cuestionario inicial, estructurado por preguntas abiertas y la cons-trucción de un documento escrito final aplicado a veinticinco participantes de un programa de licen-ciatura en la Universidad del Valle. Los resultados de la propuesta se obtuvieron a partir de un análisis descrito de tres categorías (visión de la historia de las ciencias, función de la historia de las ciencias en la enseñanza y producción de la ciencia) que permitió determinar que las concepciones sobre historia de las ciencias que los profesores en formación inicial han elaborado corresponden a las visiones anacrónica y diacrónica, funciones como actividad social, recurso y disciplinar, y producción de conocimiento. Como conclusión, podemos establecer que es necesario implementar propuestas didácticas direccionadas hacia el uso de la historia de las ciencias con el propósito de favorecer en ellos el reconocimiento, la reflexión y el uso de componentes históricos en sus prácticas educativas.
The purpose of this article was to identify the conceptions of the history of science held by teachers in initial training. A qualitative-descriptive methodology was used. The data were obtained from an initial questionnaire, structured by open-ended questions and the construction of a final written document applied to twenty-five participants on a degree program at Universidad del Valle.The results of the proposal were obtained from a descriptive analysis of three categories (vision of the history of the sciences, function of the history of the sciences in teaching and production of science) which made it possible to determine that the conceptions of the history of the sciences that teachers in initial training have elaborated correspond to anachronistic and diachronic visions, functions such as social activity, resource and disciplinary, and production of knowledge. As a conclusion, we can establish that it is necessary to implement didactic proposals directed toward the use of the history of science so as to promote in teachers the recognition, reflection, and use of historical components in their educational practices.
The purpose of this article was to identify the conceptions of the history of science held by teachers in initial training. A qualitative-descriptive methodology was used. The data were obtained from an initial questionnaire, structured by open-ended questions and the construction of a final written document applied to twenty-five participants on a degree program at Universidad del Valle.The results of the proposal were obtained from a descriptive analysis of three categories (vision of the history of the sciences, function of the history of the sciences in teaching and production of science) which made it possible to determine that the conceptions of the history of the sciences that teachers in initial training have elaborated correspond to anachronistic and diachronic visions, functions such as social activity, resource and disciplinary, and production of knowledge. As a conclusion, we can establish that it is necessary to implement didactic proposals directed toward the use of the history of science so as to promote in teachers the recognition, reflection, and use of historical components in their educational practices.
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Keywords
Concepciones de la ciencia, Didáctica de las ciencias, Formación inicial de profesores, Historia de las ciencias, Conceptions of science, Didactics of science, Initial teacher-training, History of science