Cambio del conocimiento sobre la enseñanza de las ciencias de futuros maestros

  1. Rivero, Ana 1
  2. Martín del Pozo, Rosa 2
  3. Solís, Emilio 1
  4. Azcárate, Pilar 3
  5. Porlán, Rafael 1
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  3. 3 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

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Journal:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Year of publication: 2017

Volume: 35

Issue: 1

Pages: 29-52

Type: Article

DOI: 10.5565/REV/ENSCIENCIAS.2068 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Sustainable development goals

Abstract

This paper describes and analyzes the proposals made by 92 teams of future teachers to teach concrete contents of science when starting and finishing an initial training course of constructivist orientation, taking as reference the model of school research. In order to study the change in their knowledge about science teaching, we have selected four categories: the presentation of the contents to the students, the didactic use of their ideas, the methodological sequence followed and the purpose of the assessment. The results show that less one team, all the others are in an initial situation in a traditional approach to teaching. However, at the end of the course, 55 teams are in transition towards school research with different degrees of progression while 37 teams continue in the first approach. In all of them the methodological sequence is the category that progresses the most, whereas the purpose of the evaluation is the most resistant to change. Finally, we indicate the implications in the initial formation of teachers.

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Funding information

Este artículo es parte del Proyecto I+D+i EDU2011-23551: La progresión del conocimiento didáctico de los futuros maestros en un curso basado en la investigación y en la interacción con una enseñanza innovadora de las ciencias, financiado por el entonces Ministerio de Ciencia e Innovación. Los resultados de este artículo son parte del trabajo conjunto con Isabel Escrivà Colomar, Soraya Hamed Al-Lal y Lidia López Lozano, en sus planes de investigación y proyectos de tesis, enmarcados en el citado proyecto.

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