Las concepciones de maestros en formación inicial respecto a la educación científica recibida
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Las concepciones de maestros en formación inicial respecto a la educación científica recibida
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Las concepciones que tienen los maestros en formación inicial acerca de la educación científica están claramente influenciadas por sus experiencias personales y, especialmente, por la educación científica recibida. Desde una perspectiva constructivista, es fundamental partir de dichas concepciones para la planificación de su formación como maestros de ciencias. Este estudio presenta las concepciones de educación científica de una muestra de 328 maestros en formación inicial de las especialidades de Educación Infantil y Educación Primaria antes de iniciar la asignatura de Didáctica de las Ciencias Experimentales. El programa de la misma se estructura a partir de tres ejes: conceptual, actitudinal e ideológico. Y es a partir de estos tres eje... Ver más

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Latinoamericana de Estudios Educativos

1900-9895

2500-5324

Márquez, Conxita

Bonil, Josep

UNIVERSIDAD DE CALDAS

9

2013-01-01

107

133

Colombia

educación científica

constructivismo

formación inicial de maestros

concepciones del profesorado

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Revista Latinoamericana de Estudios Educativos - 2013

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spelling Las concepciones de maestros en formación inicial respecto a la educación científica recibida
Gordon, M. y O’Brien, T. (eds.). (2007). Bridging the theory and practice in teacher education. Rotterdam, Netherlands: Sense Publishers.
Maltese, A.V. y Tai, R.H. (2010). “Eyeballs in the Fridge: Sources of early interest in science”. International Journal of Science Education, No. 5, Vol. 32, pp. 669-685.
Lyons, T. (2006). “Different Countries, Same Science Classes: Students’ experiences of school science in their own words”. International Journal of Science Education, No. 6, Vol. 28, pp. 591-613.
Lindahl, B. (2007, April). A longitudinal study of students’ attitudes towards science and choice of career. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Lebart, L., Morineau, A. y Piron, M. (2000). Statistique exploratoire multidimensionnelle. Paris, France: Dunod.
Kendall, M. (1938). “A New Measure of Rank Correlation”. Biometrika, No. 1-2, Vol. 30, pp. 81-89.
Kang, N. (2010). “Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching”. Teaching and Teacher Education, No. 24, pp. 478-498.
Gordon, M. (2010). “Between Constructivism and Connectedness”. Journal of Teacher Education, No. 4, Vol. 59, pp. 322-331.
National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
Garm, N. y Karlsen, G.E. (2004). “Teacher education reform in Europe: The case of Norway; trends and tensions in a global perspective”. Teaching and Teacher Education, No. 20, pp. 731-744.
Fives, H. y Buehl, M.M. (2008). “What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability”. Contemporary Educational Psychology, No. 2, Vol. 33, pp. 134-176.
Fishman, B.J., Marx, R.W., Best, S. y Tal, R.T. (2003). “Linking teacher and student learning to improve professional development in systemic reform”. Teaching and Teacher Education, No. 19, pp. 643-658.
Day, C. (2002). “School reform and transitions in teacher professionalism and identity”. International Journal of Educational Research, No. 37, pp. 677-692.
Davis, B. y Sumara, D. (2003). “Why aren’t they getting this? Working through the repressive myths of constructivist pedagogy”. Teaching Education, No. 14, pp. 123-140.
Cowen, R. (2002). “Socrates was right? Teacher education systems and the state”. In: T. Elwyn (ed.). Teacher education: dilemmas and prospects (pp. 3-12). London: Kogan.
Marlowe, B.A. y Page, M.L. (2005). Creating and sustaining the constructivist classroom. Thousand Oaks, CA: Corwin Press.
Osborne, J., Simon, S. y Collins, S. (2003). “Attitudes towards science: A review of theliterature and its implications”. International Journal in Science Education, No. 11, Vol. 29, pp. 1411-1433.
Cochran-Smith, M. y Lytle, S. (1993). Inside/Outside: Teacher Research and Knowledge. New York, NY: Teachers College Press.
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Windschitl, M. (1999). “The challenges of sustaining a constructivist classroom culture”. Phi Delta Kappan, No. 80, pp. 751-755.
Oxford, R. (1997). “Constructivism: Shape-shifting, substance, and teacher education applications”. Peabody Journal of Education, No. 1, Vol. 72, pp. 35-66.
Von Glasersfeld, E. (1989). “Cognition, construction of knowledge, and teaching”. Synthese, No. 1, Vol. 80, pp. 121-140.
Tobin, K.G. (ed.). (1993). The practice of constructivism in science education. Washington, DC: AAAS Press.
Tai, R.T., Liu, C.Q., Maltese, A.V. y Fran, X.T. (2006). “Planning early for careers in science”. Science, No. 5777, Vol. 312, pp. 1143-1144.
________. (1987). “Knowledge and teaching: foundations of the new reform”. Harvard Educational Review, No. 1, Vol. 57, pp. 1-22.
Shulman, L. (1986). “Those who understand: knowledge growth in teaching”. Educational Research, No. 4, Vol. 51, pp. 445-498.
Richardson, V. (ed.). (1997). Constructivist teacher education: Building a world of new understandings. London, England: Falmer Press.
Pantic, N. y Wubbels, T. (2010). “Teacher competencies as a basis for teacher education – views of Serbian teachers and teacher educators”. Teaching and Teacher Education, No. 26, pp. 694-703.
________. (1999). “Relationships of Knowledge and Practice: Teacher learning in communities”. In: A. Iran Nejad y C.D. Pearson (eds.). Review of Research in Education (Vol. 34, pp. 249-305). Washington, DC: American Educational Research Association.
Bonil, J. y Márquez, C. (2011). “¿Qué experiencias manifiestan los futuros maestros sobre las clases de ciencias? Implicaciones para su formación”. Revista de Educación, No. 354, pp. 447-472.
Bradley, J. (1968). Distribution-free statistical tests. Englewood Cliffs, NJ: Prentice Hall.
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Las concepciones que tienen los maestros en formación inicial acerca de la educación científica están claramente influenciadas por sus experiencias personales y, especialmente, por la educación científica recibida. Desde una perspectiva constructivista, es fundamental partir de dichas concepciones para la planificación de su formación como maestros de ciencias. Este estudio presenta las concepciones de educación científica de una muestra de 328 maestros en formación inicial de las especialidades de Educación Infantil y Educación Primaria antes de iniciar la asignatura de Didáctica de las Ciencias Experimentales. El programa de la misma se estructura a partir de tres ejes: conceptual, actitudinal e ideológico. Y es a partir de estos tres ejes y de las categorías que emergen al analizar los textos escritos por los alumnos en la actividad “Mis clases de ciencias” que se analizan sus concepciones. Los resultados muestran que estas están centradas en los ejes conceptual e ideológico, siendo poco relevante el actitudinal. Asimismo, se establecen pocas relaciones entre los tres ejes mostrando una relación fragmentada y excluyente de los mismos.
Márquez, Conxita
Bonil, Josep
educación científica
constructivismo
formación inicial de maestros
concepciones del profesorado
9
1
Núm. 1 , Año 2013 : Enero - Junio
Artículo de revista
Publication
Universidad de Caldas
Latinoamericana de Estudios Educativos
Baines, L.A. y Stanley, G. (2000). “We want to see the teacher: Constructivism and the rage against expertise”. Phi Delta Kappan, No. 1, Vol. 55, pp. 91-114.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
Revista Latinoamericana de Estudios Educativos - 2013
https://creativecommons.org/licenses/by-nc-sa/4.0/
Español
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4993
The conceptions that pre-service teachers have regarding their scientific education are clearly influenced by their personal experiences and, particularly, by scientific education they have received. From a constructivist perspective, it is fundamental to start from such conceptions when planning their Education as Science teachers. This study presents scientific education conceptions from a 328 pre-service teachers sample with specializations in Preschool and Primary School before having started the Didactics in Experimental Sciences education. The program is structured from three concepts: conceptual, attitudinal and ideological. And it is from these three concepts and from the categories emerging when analyzing text written by the students in the activity “My Science classes” that their conceptions are analyzed. The results show that the pre-service teachers’ conceptions are focused on the conceptual and ideological approaches being the attitudinal approach less relevant. Similarly, few connections are established between the three approaches, showing a fragmented, excluding relationship.
scientific education
constructivism
pre-service teacher training
teachers’ conceptions
-
Pre-service teachers’ conceptions regarding their scientific education
Journal article
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4993
2500-5324
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/4993/4553
1900-9895
107
133
2013-01-01T00:00:00Z
2013-01-01T00:00:00Z
2013-01-01
institution UNIVERSIDAD DE CALDAS
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDECALDAS/logo.png
country_str Colombia
collection Latinoamericana de Estudios Educativos
title Las concepciones de maestros en formación inicial respecto a la educación científica recibida
spellingShingle Las concepciones de maestros en formación inicial respecto a la educación científica recibida
Márquez, Conxita
Bonil, Josep
educación científica
constructivismo
formación inicial de maestros
concepciones del profesorado
scientific education
constructivism
pre-service teacher training
teachers’ conceptions
title_short Las concepciones de maestros en formación inicial respecto a la educación científica recibida
title_full Las concepciones de maestros en formación inicial respecto a la educación científica recibida
title_fullStr Las concepciones de maestros en formación inicial respecto a la educación científica recibida
title_full_unstemmed Las concepciones de maestros en formación inicial respecto a la educación científica recibida
title_sort las concepciones de maestros en formación inicial respecto a la educación científica recibida
title_eng Pre-service teachers’ conceptions regarding their scientific education
description Las concepciones que tienen los maestros en formación inicial acerca de la educación científica están claramente influenciadas por sus experiencias personales y, especialmente, por la educación científica recibida. Desde una perspectiva constructivista, es fundamental partir de dichas concepciones para la planificación de su formación como maestros de ciencias. Este estudio presenta las concepciones de educación científica de una muestra de 328 maestros en formación inicial de las especialidades de Educación Infantil y Educación Primaria antes de iniciar la asignatura de Didáctica de las Ciencias Experimentales. El programa de la misma se estructura a partir de tres ejes: conceptual, actitudinal e ideológico. Y es a partir de estos tres ejes y de las categorías que emergen al analizar los textos escritos por los alumnos en la actividad “Mis clases de ciencias” que se analizan sus concepciones. Los resultados muestran que estas están centradas en los ejes conceptual e ideológico, siendo poco relevante el actitudinal. Asimismo, se establecen pocas relaciones entre los tres ejes mostrando una relación fragmentada y excluyente de los mismos.
description_eng The conceptions that pre-service teachers have regarding their scientific education are clearly influenced by their personal experiences and, particularly, by scientific education they have received. From a constructivist perspective, it is fundamental to start from such conceptions when planning their Education as Science teachers. This study presents scientific education conceptions from a 328 pre-service teachers sample with specializations in Preschool and Primary School before having started the Didactics in Experimental Sciences education. The program is structured from three concepts: conceptual, attitudinal and ideological. And it is from these three concepts and from the categories emerging when analyzing text written by the students in the activity “My Science classes” that their conceptions are analyzed. The results show that the pre-service teachers’ conceptions are focused on the conceptual and ideological approaches being the attitudinal approach less relevant. Similarly, few connections are established between the three approaches, showing a fragmented, excluding relationship.
author Márquez, Conxita
Bonil, Josep
author_facet Márquez, Conxita
Bonil, Josep
topicspa_str_mv educación científica
constructivismo
formación inicial de maestros
concepciones del profesorado
topic educación científica
constructivismo
formación inicial de maestros
concepciones del profesorado
scientific education
constructivism
pre-service teacher training
teachers’ conceptions
topic_facet educación científica
constructivismo
formación inicial de maestros
concepciones del profesorado
scientific education
constructivism
pre-service teacher training
teachers’ conceptions
citationvolume 9
citationissue 1
citationedition Núm. 1 , Año 2013 : Enero - Junio
publisher Universidad de Caldas
ispartofjournal Latinoamericana de Estudios Educativos
source https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4993
language Español
format Article
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Revista Latinoamericana de Estudios Educativos - 2013
https://creativecommons.org/licenses/by-nc-sa/4.0/
references Gordon, M. y O’Brien, T. (eds.). (2007). Bridging the theory and practice in teacher education. Rotterdam, Netherlands: Sense Publishers.
Maltese, A.V. y Tai, R.H. (2010). “Eyeballs in the Fridge: Sources of early interest in science”. International Journal of Science Education, No. 5, Vol. 32, pp. 669-685.
Lyons, T. (2006). “Different Countries, Same Science Classes: Students’ experiences of school science in their own words”. International Journal of Science Education, No. 6, Vol. 28, pp. 591-613.
Lindahl, B. (2007, April). A longitudinal study of students’ attitudes towards science and choice of career. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Lebart, L., Morineau, A. y Piron, M. (2000). Statistique exploratoire multidimensionnelle. Paris, France: Dunod.
Kendall, M. (1938). “A New Measure of Rank Correlation”. Biometrika, No. 1-2, Vol. 30, pp. 81-89.
Kang, N. (2010). “Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching”. Teaching and Teacher Education, No. 24, pp. 478-498.
Gordon, M. (2010). “Between Constructivism and Connectedness”. Journal of Teacher Education, No. 4, Vol. 59, pp. 322-331.
National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
Garm, N. y Karlsen, G.E. (2004). “Teacher education reform in Europe: The case of Norway; trends and tensions in a global perspective”. Teaching and Teacher Education, No. 20, pp. 731-744.
Fives, H. y Buehl, M.M. (2008). “What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability”. Contemporary Educational Psychology, No. 2, Vol. 33, pp. 134-176.
Fishman, B.J., Marx, R.W., Best, S. y Tal, R.T. (2003). “Linking teacher and student learning to improve professional development in systemic reform”. Teaching and Teacher Education, No. 19, pp. 643-658.
Day, C. (2002). “School reform and transitions in teacher professionalism and identity”. International Journal of Educational Research, No. 37, pp. 677-692.
Davis, B. y Sumara, D. (2003). “Why aren’t they getting this? Working through the repressive myths of constructivist pedagogy”. Teaching Education, No. 14, pp. 123-140.
Cowen, R. (2002). “Socrates was right? Teacher education systems and the state”. In: T. Elwyn (ed.). Teacher education: dilemmas and prospects (pp. 3-12). London: Kogan.
Marlowe, B.A. y Page, M.L. (2005). Creating and sustaining the constructivist classroom. Thousand Oaks, CA: Corwin Press.
Osborne, J., Simon, S. y Collins, S. (2003). “Attitudes towards science: A review of theliterature and its implications”. International Journal in Science Education, No. 11, Vol. 29, pp. 1411-1433.
Cochran-Smith, M. y Lytle, S. (1993). Inside/Outside: Teacher Research and Knowledge. New York, NY: Teachers College Press.
Windschitl, M. (1999). “The challenges of sustaining a constructivist classroom culture”. Phi Delta Kappan, No. 80, pp. 751-755.
Oxford, R. (1997). “Constructivism: Shape-shifting, substance, and teacher education applications”. Peabody Journal of Education, No. 1, Vol. 72, pp. 35-66.
Von Glasersfeld, E. (1989). “Cognition, construction of knowledge, and teaching”. Synthese, No. 1, Vol. 80, pp. 121-140.
Tobin, K.G. (ed.). (1993). The practice of constructivism in science education. Washington, DC: AAAS Press.
Tai, R.T., Liu, C.Q., Maltese, A.V. y Fran, X.T. (2006). “Planning early for careers in science”. Science, No. 5777, Vol. 312, pp. 1143-1144.
________. (1987). “Knowledge and teaching: foundations of the new reform”. Harvard Educational Review, No. 1, Vol. 57, pp. 1-22.
Shulman, L. (1986). “Those who understand: knowledge growth in teaching”. Educational Research, No. 4, Vol. 51, pp. 445-498.
Richardson, V. (ed.). (1997). Constructivist teacher education: Building a world of new understandings. London, England: Falmer Press.
Pantic, N. y Wubbels, T. (2010). “Teacher competencies as a basis for teacher education – views of Serbian teachers and teacher educators”. Teaching and Teacher Education, No. 26, pp. 694-703.
________. (1999). “Relationships of Knowledge and Practice: Teacher learning in communities”. In: A. Iran Nejad y C.D. Pearson (eds.). Review of Research in Education (Vol. 34, pp. 249-305). Washington, DC: American Educational Research Association.
Bonil, J. y Márquez, C. (2011). “¿Qué experiencias manifiestan los futuros maestros sobre las clases de ciencias? Implicaciones para su formación”. Revista de Educación, No. 354, pp. 447-472.
Bradley, J. (1968). Distribution-free statistical tests. Englewood Cliffs, NJ: Prentice Hall.
Baines, L.A. y Stanley, G. (2000). “We want to see the teacher: Constructivism and the rage against expertise”. Phi Delta Kappan, No. 1, Vol. 55, pp. 91-114.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
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