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Revista mexicana de investigación educativa
Print version ISSN 1405-6666
RMIE vol.11 n.31 Ciudad de México Oct./Dec. 2006
Sección temática
Investigación temática
Los científicos y su trabajo en el pensamiento de los maestros de primaria: una aproximación pedagógicamente situada.
* Profesora-investigadora del Centro de Investigación y de Estudios Avanzados-Unidad Monterrey. Cerro de las Mitras 2565, col. Obispado, Monterrey, Nuevo León, México, CP 64060, CE: tguerra@cinvestav.mx.
Este estudio exploró las ideas de 18 maestros de primaria sobre los científicos y la relevancia, retos y posibilidades de enseñar acerca de ellos. Se aplicó un cuestionario y las respuestas se incorporaron y exploraron con mayor detalle en una entrevista individual semi-estructurada. Los hallazgos principales sugieren que las ideas de los docentes sobre los científicos y su trabajo son muy diversas e incluyen visiones estereotipadas pero no se limitan a ellas; forman parte de una compleja red de nociones conectadas con formas de concebir el aprender y enseñar ciencia en la escuela. El análisis también sugirió que las opiniones pedagógicas de los maestros estaban orientadas a interesar y motivar a sus alumnos a aprender ciencias, y reflejaron cierto reconocimiento de sus retos para enseñar al respecto. Los resultados se discuten en términos de las implicaciones para la formación docente y el desarrollo curricular.
Palabras clave: profesores; percepciones; científicos; educación básica; investigación cualitativa; México
This study explored eighteen elementary teachers’ ideas on scientists and the relevance, challenges and possibilities of teaching about scientists. The teachers completed a questionnaire, and their responses were incorporated and studied in greater detail in a semi-structured individual interview. The principal findings suggest that the teachers’ ideas on scientists and their work are very diverse and include, but are not limited to, stereotyped viewpoints; such ideas form part of a complex network of notions connected to ways of conceiving the teaching and learning of science at school. The analysis also suggests that the teachers’ pedagogical opinions are oriented to generating interest and motivating their students to learn science, while reflecting certain recognition of their teaching goals. The results are discussed in terms of the implications for teacher training and curricular development.
Key words: teachers; perceptions; scientists; basic education; qualitative research; Mexico
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Recibido: 08 de Febrero de 2006; Aprobado: 21 de Junio de 2006
Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons
