Servicios Personalizados
Revista
Articulo
nueva página del texto (beta)
Español (pdf)
Artículo en XML
Referencias del artículo
Traducción automática
Enviar artículo por emailIndicadores
-
Citado por SciELO -
Accesos
Links relacionados
-
Similares en
SciELO
Compartir
Permalink
Revista mexicana de investigación educativa
versión impresa ISSN 1405-6666
RMIE vol.11 no.31 Ciudad de México oct./dic. 2006
Sección temática
Investigación temática
¿Cómo se articulan las concepciones epistemológicas y de aprendizaje con la práctica docente en el aula? Tres estudios de caso de profesores de secundaria
* Profesora-investigadora del Departamento de Educación en Ciencias Experimentales de la Universidad Pedagógica Nacional-Ajusco. Carretera al Ajusco núm 24, col. Héroes de Padierna, CP 14200, Tlalpan, México, DF, México. CE: dpineda@upn.mx.
** Investigador del Departamento de Educación en Ciencias Experimentales de la Universidad Pedagógica Nacional-Ajusco, México. CE: alopezm@upn.mx.
Se describen los resultados de tres estudios de caso de profesores de ciencias, de secundaria, sobre las relaciones que parecen existir entre las concepciones y la práctica docente en el aula, partiendo de cuatro ejes de análisis: a) relación sujeto-objeto/ papel del sujeto; b) correspondencia con la realidad/objeto del aprendizaje; c) método/procesos cognitivos; y d) validación del conocimiento/verificación del aprendizaje. Los datos se obtuvieron de: un cuestionario, el registro de observaciones de clase y una entrevista semiestructurada. Se concluye que cuando hay suficiente coherencia entre concepciones epistemológicas y de aprendizaje, éstas se articulan con la praxis, cuando no hay dicha coherencia, la concepción más definida al interior de cada sujeto, es la que define su perfil y orienta su práctica. También se discuten las implicaciones de este estudio para la formación de profesores de ciencias.
Palabras clave: Formación de profesores; ciencias; educación media; representaciones de ciencia y aprendizaje; práctica docente; México
The article describes the results of three case studies of science teachers in secondary school. The focus is on the relations that seem to exist between teachers’ conceptions and their classroom teaching, based on four lines of analysis: a) the relation between subject/object and the subject’s role; b) correspondence with the reality/object of learning; c) method/cognitive processes; and d) validation of the knowledge/verification of learning. The data were obtained from a questionnaire, the class observation log, and a semi-structured interview. The conclusion is that when sufficient coherence exists between epistemological conceptions and the conceptions of learning, these conceptions are articulated with teaching; in the absence of such coherence, the conception most defined within each teacher will define the teacher’s profile and orient his classroom teaching. Also discussed are the implications of this study for training science teachers.
Key words: teacher training; science; secondary education; representations of science and learning; classroom teaching; Mexico
Referencias bibliográficas
Abell, S. y Smith, D. (1994). “What is science?: Preservice elementary teachers’ conceptions of the nature of science”, International Journal of Science Education, 16 (4), 475-487. [ Links ]
Abimbola, I. (1983). “The relevance of ‘new’ philosophy of science curriculum”, School Science and Mathematics, 83, 181-193. [ Links ]
Aguirre, J.; Haggerty, S. y Linder, C. (1990). “Student-teachers’ conceptions of science, teaching and learning: a case study in preservice science education”, International Journal of Science Education, 12(4), 381-390. [ Links ]
Aikenhead, G. (1973). “The measurement of high school students’ knowledge about science and scientists”, Science Education, 57(4), 539-549. [ Links ]
Aikenhead, G. y Ryan, A. (1992). “The development of a new instrument: ‘Views on Science-Technology-Society’ (VOSTS), Science Education, 76 (5), 477-491. [ Links ]
Billeh, V. y Malik, M. (1977). “Development and application of a test on understanding the nature of science”, Science Education, 61, 559 -571. [ Links ]
Brickhouse, N. (1990). “Teacher’s beliefs about the nature of science and their relationship to classroom practice”, Journal of Teacher Education, 41 (3), 53-62. [ Links ]
Dillon, D. et al. (1994). “Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies”, Journal of Research in Science Teaching, 31 (4), 345-362. [ Links ]
Duit, R. (2001). “Educational reconstruction: science subject matter and educational issues in harmony”, trabajo presentado en Conference of the European Science Education Research Association, Thessaloniki. [ Links ]
Eflin, J.; Glennan, S. y Reisch, G. (1999). “Comments and criticism. The nature of science: A perspective from the philosophy of science”, Journal of Research in Science Teaching, 36 (1), 107-116. [ Links ]
Flores, F. et al. (2000). “Transforming science and learning concepts of physics teachers”, International Journal of Science Education, 22 (2), 197-208. [ Links ]
Flores, F. et al. (2001). “Propuesta para el análisis de los compromisos epistemológicos de los profesores de ciencias naturales”, Memorias VI Congreso Nacional de Investigación Educativa, México: COMIE. [ Links ]
Flores, F. et al. (2003). “Concepciones de aprendizaje y evaluación: una propuesta analítica”, Ethos Educativo, 27, 35-41. [ Links ]
Freitas, I.; Jiménez, R. y Mellado, V. (2004). “Solving physics problems: the conceptions and practice of experienced teacher and inexperienced teacher”, Research in Science Education, 34, 113-13. [ Links ]
Gallagher, J. (1991). “Prospective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science”, Science Education, 75(1), 121-123. [ Links ]
Gil, D. et al. (1994). Formación del profesorado de las ciencias y las matemáticas: tendencias y experiencias innovadoras, Madrid: Editorial Popular. [ Links ]
Gutiérrez, R. (2004). “La formación del profesorado. Incorporación del estudio de los sistemas de creencias básicas -epistemología y ontología- en su preparación integral”, en Ruiz y Primero (comps.), El campo de la formación docente en el posgrado en educación, memoria del II coloquio internacional 2004 del doctorado en Educación, México: Universidad Pedagógica Nacional, pp. 59-87. [ Links ]
Haidar, A. (1999). “Emirates pre-services and in service teachers’ views about the nature of science”, International Journal of Science Education, 21 (8), 807-822. [ Links ]
Hodson, D. (1985). “Philosophy of science, science and science education”, Studies in Science Education, 12, 25-57. [ Links ]
Hodson, D. (1992). “In search of a meaningful relationship: An exploration of some issues relating to integration of in science and science education”, International Journal of Science Education, 14 (5), 541-562. [ Links ]
Koulaidis, V y Ogborn, J. (1989). “Philosophy of science: An empirical study of teachers’ views”, International Journal of Science Education, 11(2), 173-184. [ Links ]
Koulaidis, V. y Ogborn, J. (1995). “Science teachers’ philosophical assumptions: How well do we understand them?”, International Journal of Science Education, 17 (3), 273-283. [ Links ]
Lakin, S. y Wellington, T. (1994). “Who will teach the ‘nature of science’?: teacher’s views of science and their implications for science education”, International Journal of Science Education, 16(2), 175-190. [ Links ]
Lederman, N. (1992). “Students’ and teachers’ conceptions of the nature of science: a review of the research”, Journal of Research in Science Teaching, 29 (4), 331-359. [ Links ]
Lederman, N. (1999). “Teachers’ understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship”, Journal of Research in Science Teaching, 36(8), 916-929. [ Links ]
Lederman, N. y Zeidler, D. (1987). “Science teachers’ conceptions of the nature of science: do they really influence teaching behavior”, Science Education, 71, 721-734. [ Links ]
Lederman, N. y O’Malley, M. (1990). “Students’ perceptions of tentativeness in science: development, use and sources of change”, Science Education, 74, 225-239. [ Links ]
Lederman, N.; Wade, P. y Bell, R. L. (1998). “Assessing the nature of science: what is the nature of our assessments?” Science & Education, 7(6), 595-615. [ Links ]
López, A.; Flores, F. y Gallegos, L. (2000). “La formación de docentes en física para el bachillerato. Reporte y reflexión sobre un caso”, Revista Mexicana de Investigación Educativa, 5 (9), 113-135. [ Links ]
López, A., Rodríguez, D. y Bonilla, X. (2004). “¿Cambian los cursos de actualización las representaciones de la ciencia y la práctica docente?”, Revista Mexicana de Investigación Educativa, 9 (22), 699-719. [ Links ]
McComas, W. (1998). The Nature of Science in Science Education. Rationales and Strategies, Países Bajos: Kluwer Academic Publishers. [ Links ]
McComas, W.; Clough, M. y Almazroa, H. (1998). “The role of character of the nature of science in science education”, Science & Education, 7(6), 511-532. [ Links ]
Mellado, V. (1996). “Concepciones y prácticas de aula de profesores de ciencias, en formación inicial de primaria y secundaria”, Enseñanza de las Ciencias, 14 (3), 289-302. [ Links ]
Mellado, V. (1998a). “The classroom practice of preservice teachers and their conceptions of teaching and learning science”, Science Education, 82, 197-214. [ Links ]
Mellado, V. (1998b). “Preservice teachers’ and their conceptions of the nature of science”, en Fraser y Tobin (eds.), International Handbook of Science Education, Londres: Kluwer Academic Publishers, pp. 1093-1110. [ Links ]
Novak, J. D. (1987). “Human constructivism: Toward a unity of psychological and epistemological meaning making”, Second international seminar on Misconceptionns and Educational Strategies in Science and Mathematics, Education, Ithaca. [ Links ]
Petrucci, D. y Dibar, M. C. (2001). “Imagen de la ciencia en alumnos universitarios: una revisión y resultados”, Enseñanza de las Ciencias, 19 (2), 217-229. [ Links ]
Pomeroy, D. (1993). “Implications of teacher’s beliefs about the nature of science: comparison of the beliefs of scientists, secondary science teachers, and elementary teachers”, Science Education, 77 (3), 261-278. [ Links ]
Porlan, R.; Rivero, A. y Martín del Pozo, R. (1998). “Conocimiento profesional y epistemología de los profesores II”, Enseñanza de las Ciencias, 16(2), 271-288. [ Links ]
Posner, G. et al. (1982). “Accomodation of a scientific conception: toward a theory of conceptual change”, Science Education, 66 (2), 221-227. [ Links ]
Rowell, J. y Cawthron, E. (1982). “Images of science: and empirical study”, European Journal of Science Education, 4, 79-94. [ Links ]
Smith, E. L. y Anderson, C. W. (1984). “Plants as producers: A case study of elementary science teaching”, Journal of Research in Science Teaching, 21 (7), 685-698. [ Links ]
Tsai, C. (2002). “Nested epistemologies: science teacher’s beliefs of teaching, learning and science”, International Journal of Science Education, 24 (8), 771-783. [ Links ]
Recibido: 22 de Febrero de 2006; Aprobado: 01 de Septiembre de 2006
Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons
