Publication: Concepciones iniciales sobre la enseñanza en profesores de ciencias de secundaria en formación
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Date
1994
Authors
Vázquez Alonso, Ángel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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Description
Abstract
Se estudian las concepciones sobre la enseñanza de las ciencias explicitadas -por un grupo de 140
licenciados matriculados en un curso de fórmación inicial de profesores de secundaria. Como criterio de evaluación se usan seis categorías, dos referidas a la naturaleza de la ciencia y cuatro referidas al contenido pedagógico. El grado de acuerdo con una concepción apropiada de la enseñanza de las ciencias en las
diferentes categorías es muy débil, evidenciándose concepciones erróneas sobre la naturaleza de la ciencia y el contenido pedagógico que muestran diferencias significativas entre licenciaturas científicas y no científicas.
Mejorar esta situación es un reto para los programas de formación del profesorado.
The conceptions on teaching science are studied in a group of 140 graduated enrolled in a pre-service education course for secondary teachers. Six categories (two about the nature of science and four referred to the pedagogical content) are used as criteria of evaluation. The degree of agreement between teacher's conceptions and an appropriate conception of teaching science is very low, and also we come across erroneous conceptions on the nature of science and pedagogical content that show significant differences between scientific and non scientific grades. Improving this situation should be an objective for teacher education.
The conceptions on teaching science are studied in a group of 140 graduated enrolled in a pre-service education course for secondary teachers. Six categories (two about the nature of science and four referred to the pedagogical content) are used as criteria of evaluation. The degree of agreement between teacher's conceptions and an appropriate conception of teaching science is very low, and also we come across erroneous conceptions on the nature of science and pedagogical content that show significant differences between scientific and non scientific grades. Improving this situation should be an objective for teacher education.
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Citation
Revista interuniversitaria de formación del profesorado, V. 8(3), N. 21, 1994
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