El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de biología

Resumen

This doctoral thesis was carried out with the intention of making an original contribution to the knowledge of the Didactic Content Knowledge (CDC) on the practical activities of laboratory by inquiry. To this end, the beliefs and conceptions about the practical laboratory activities of teachers in training and of practicing teachers were investigated, comparing them with those of the secondary students. They also analyzed how textbooks influence the image of laboratory activity they transmit. Finally, a didactic intervention was carried out to analyze how training influences the conceptions of secondary school teachers. To achieve these objectives, educational research methods of a qualitative nature were implemented. The work was carried out in three stages. In the first stage, the analysis of textbooks was intensified and how they influence the CDC of teachers. In the second stage, surveys, interviews, didactic materials (laboratory scripts) of teachers in training in Spain and Argentina, teachers in practice in Argentina and secondary school students in Spain and Argentina were analyzed. In the third stage, a didactic sequence of eight classes was implemented with a group of professors in postgraduate training at the National University of Tierra del Fuego. Several strategies were implemented in which we tried to work on the school's own biography, the joint reflection, the mobilization of theoretical frameworks and the metacognition. As a result, beliefs about laboratory activities have been identified and characterized as a central component of professional knowledge. Also, it was possible to identify that the implementation of metacognitive reflection strategies allow the beliefs to be made explicit, generating a review process by the teachers. The most important contribution of this thesis has been to link the teachers' beliefs with the beliefs of the students. In addition, it is possible to demonstrate that it is possible through the implementation of metacognitive reflection strategies in teacher training processes to make explicit those beliefs in order to generate changes in their practices.