Publication: Experiencia y actitudes hacia la ciencia : un estudio con maestros en formación
Authors
Martín-García, Jorge ; Pozuelo Muñoz, Jorge ; Echave Sanz, Ana de ; Cascarosa Salillas, Esther
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publication.page.editor
publication.page.department
DOI
https://doi.org/10.47553/rifop.v98i37.1.94651
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Los estudios publicados acerca de la actitud de los
estudiantes de magisterio hacia a las ciencias indican una
falta de autoconfianza que los lleva a no trabajar las ciencias
en el aula, o a hacerlo de manera superficial. Es frecuente
que esta falta de confianza se deba a las relaciones previas
con la ciencia, fundamentalmente a la forma en que ellos
mismos recibieron la docencia científica en la Educación
Secundaria.
En este marco, en el trabajo se analizan las actitudes de los
futuros maestros y maestras de Educación Primaria antes y
después de cursar una asignatura diseñada desde la
perspectiva del aprendizaje experiencial y los trabajos
prácticos de laboratorio. Para ello se ha diseñado un
cuestionario para evaluar si las actitudes de los alumnos
hacia la ciencia cambian una vez cursada la asignatura. El
instrumento fue administrado antes del comienzo de la
asignatura y, de nuevo una vez finalizada la misma. Los
resultados obtenidos muestran cómo tras cursar la
asignatura, la actitud de los futuros maestros es
moderadamente favorable, a la vez que consideran
imprescindible la enseñanza de las ciencias en primaria.
Scientific literature regarding pre-service teachers’ attitudes towards science indicate that they show a lack of confidence which make them be afraid of teaching science or to teach it in a very superficial way. This situation has sometimes been attributed to their previous experiences with science in the school. Bearing that in mind, this paper analyses the attitudes towards science of a sample of preservice teachers both before and after having taken a subject designed from the perspective of the experiential learning theory and practical laboratory work. For this purpose, a questionnaire was designed to assess whether students' attitudes towards science change once they have taken the subject. The instrument was administered before the start of the course and once again when it has finished. Results show that, after taking the subject, participants’ attitudes towards science are moderately positive or favorable and that, at the same time, they consider it essential to teach science at the primary education level.
Scientific literature regarding pre-service teachers’ attitudes towards science indicate that they show a lack of confidence which make them be afraid of teaching science or to teach it in a very superficial way. This situation has sometimes been attributed to their previous experiences with science in the school. Bearing that in mind, this paper analyses the attitudes towards science of a sample of preservice teachers both before and after having taken a subject designed from the perspective of the experiential learning theory and practical laboratory work. For this purpose, a questionnaire was designed to assess whether students' attitudes towards science change once they have taken the subject. The instrument was administered before the start of the course and once again when it has finished. Results show that, after taking the subject, participants’ attitudes towards science are moderately positive or favorable and that, at the same time, they consider it essential to teach science at the primary education level.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. CC BY 4.0