Teacher training on the nature of science through action-research
Nature of science teaching is essential for scientific and technological literacy, but teacher training is poor due to the lack of pedagogical content knowledge (PCK) of topics on the nature of science and technology (NS&,T). This article addresses the development of the PCK through the self-...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2014
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3000 |
| _version_ | 1802223962155909120 |
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| author | Vázquez-Alonso, Ángel Rodríguez Cruz, Adriana María |
| author_facet | Vázquez-Alonso, Ángel Rodríguez Cruz, Adriana María |
| author_sort | Vázquez-Alonso, Ángel |
| collection | OJS |
| description | Nature of science teaching is essential for scientific and technological literacy, but teacher training is poor due to the lack of pedagogical content knowledge (PCK) of topics on the nature of science and technology (NS&,T). This article addresses the development of the PCK through the self-training of a teacher, by describing the process of curriculum ownership, change and self-regulation, to teach the students the topic “observation in science”. Since action-research is the frame of this study, the teacher reflects and researches his own practice, with the help of some tools to make explicit the developed PCK. The results show the features of the PCK developed by the teacher, and how the teacher becomes aware that the PCK-NS&,T integrative model, the different teaching contexts in the classroom, and the reflective and explicit teaching processes are effective to teach NS&,T, as they improve students’ understanding of the theory-laden of observations and develop motivation towards consensus argumentation and decision making, autonomous learning, sharing team work, self-reflection and dialogue. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-3000 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2014 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-30002019-02-26T14:53:22Z Teacher training on the nature of science through action-research Formación del profesorado en naturaleza de la ciencia mediante investigación-acción Formation des enseignants en nature de la science au moyen de la recherche- action Formação do professorado em natureza da ciência mediante pesquisa-ação Vázquez-Alonso, Ángel Rodríguez Cruz, Adriana María Nature of science and technology pedagogical content knowledge teaching-learning sequences teacher training explicit-reflective teaching. Naturaleza de la Ciencia y Tecnología conocimiento didáctico del contenido secuencias de enseñanza aprendizaje formación del profesorado enseñanza explícita-reflexiva. Nature de la Science et de la Technologie connaissance didactique du contenu séquences d’enseignement apprentissage formation des enseignants enseignement explicite-réflexif. Natureza da ciência e tecnologia conhecimento didático do conteúdo sequências de ensino aprendizagem formação do professorado ensino explícito reflexivo. Nature of science teaching is essential for scientific and technological literacy, but teacher training is poor due to the lack of pedagogical content knowledge (PCK) of topics on the nature of science and technology (NS&,T). This article addresses the development of the PCK through the self-training of a teacher, by describing the process of curriculum ownership, change and self-regulation, to teach the students the topic “observation in science”. Since action-research is the frame of this study, the teacher reflects and researches his own practice, with the help of some tools to make explicit the developed PCK. The results show the features of the PCK developed by the teacher, and how the teacher becomes aware that the PCK-NS&,T integrative model, the different teaching contexts in the classroom, and the reflective and explicit teaching processes are effective to teach NS&,T, as they improve students’ understanding of the theory-laden of observations and develop motivation towards consensus argumentation and decision making, autonomous learning, sharing team work, self-reflection and dialogue. La enseñanza de la naturaleza de la ciencia es capital para la alfabetización científica y tecnológica, pero la formación del profesorado es deficiente por la carencia del conocimiento didáctico del contenido (CDC) sobre temas de NdCyT. Este artículo afronta el desarrollo del CDC a través de la autoformación desarrollada por un docente, describiendo sus procesos de apropiación curricular, cambio y autorregulación, para enseñar el tema ‘observación en la ciencia’ a sus estudiantes. El estudio se enmarca en la investigación-acción: el docente reflexiona e investiga su propia práctica con la ayuda de instrumentos para explicitar el CDC desarrollado. Los resultados muestran los rasgos del CDC desarrollados por el docente y cómo toma conciencia de que el modelo integrador CDCNdCyT, los diferentes contextos para enseñar en el aula la NdCyT, y los procesos de enseñanza explícita-reflexiva, resultan eficaces para enseñarla. L’enseignement de la nature de la science est capital pour l’alphabétisation scientifique et technologique, mais la formation des enseignants est déficiente par suite d’un manque de Connaissance Didactique du Contenu (CDC) des thèmes de Nature de la Science et de la Technologie. Cet article aborde le développement de la CDC à travers de l’autoformation développée par un enseignant, décrivant ses processus d’appropriation des programmes scolaires, de changement et autorégulation pour enseigner le thème «observation de la science» à ses étudiants. Cette étude s’inscrit dans le cadre de la recherche-action: l’enseignant réfléchit et enquête sur sa propre pratique avec l’aide d’instruments pour expliquer la CDC qui a été développée. Les résultats montrent les grands traits de la CDC développée par l’enseignant et la manière dont il prend conscience que le modèle intégrateur de Connaissance Didactique du Contenu- Nature de la Science et de la Technologie, les différents contextes pour enseigner la Nature de la Science et de la Technologie en classe ainsi que les processus d’enseignement explicite-réflexif, se révèlent efficaces pour cet enseignement, étant donné que les étudiants améliorent leur compréhension de la charge théorique dans leurs observations et développent la motivation en une argumentation et une prise de décision par consensus, l’apprentissage autonome, le travail commun et en groupe, l’autoréflexion et le dialogue. O ensino da natureza da ciência é fundamental na alfabetização científica e tecnológica, mas a formação do professorado é deficiente pela carência do conhecimento didático do conteúdo (CDC) sobre temas de NdCeT. O artigo encara o desenvolvimento do CDC a través da auto formação desenvolvida por um docente, descrevendo seus processos de apropriação curricular, mudança e auto regulação, para ensinar a “observação da ciência” aos seus alunos. O estudo se enquadra na pesquisa-ação: o docente reflete e pesquisa sua própria prática com ajuda de instrumentos para explicar o CDC desenvolvido. Os resultados mostram os traços do CDC desenvolvidos pelo docente e como fica ciente que o modelo integrador CDC-NdCeT, os diferentes contextos para ensinar na sala de aula a NdCeT, e os processos de ensino explícito-reflexivo, resultam eficazes para ensiná-la, porque melhoram nos alunos sua compreensão sobre a carga teórica nas observações e desenvolvem a motivação à argumentação e tomada de decisões pelo acordo, a aprendizagem autônoma, o trabalho compartilhado em equipe, a auto reflexão e o diálogo. Universidad Pedagógica y Tecnológica de Colombia 2014-01-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3000 10.19053/22160159.3000 Praxis & Saber; Vol. 5 No. 9 (2014): Didáctica, Formación y Evaluación; 165 - 188 Praxis & Saber; Vol. 5 Núm. 9 (2014): Didáctica, Formación y Evaluación; 165 - 188 Praxis & Saber; Vol. 5 No 9 (2014): Didáctica, Formación y Evaluación; 165 - 188 Praxis & Saber; V. 5 N. 9 (2014): Didáctica, Formación y Evaluación; 165 - 188 Praxis & Saber; v. 5 n. 9 (2014): Didáctica, Formación y Evaluación; 165 - 188 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3000/2733 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3000/html |
| spellingShingle | Nature of science and technology pedagogical content knowledge teaching-learning sequences teacher training explicit-reflective teaching. Naturaleza de la Ciencia y Tecnología conocimiento didáctico del contenido secuencias de enseñanza aprendizaje formación del profesorado enseñanza explícita-reflexiva. Nature de la Science et de la Technologie connaissance didactique du contenu séquences d’enseignement apprentissage formation des enseignants enseignement explicite-réflexif. Natureza da ciência e tecnologia conhecimento didático do conteúdo sequências de ensino aprendizagem formação do professorado ensino explícito reflexivo. Vázquez-Alonso, Ángel Rodríguez Cruz, Adriana María Teacher training on the nature of science through action-research |
| title | Teacher training on the nature of science through action-research |
| title_alt | Formación del profesorado en naturaleza de la ciencia mediante investigación-acción Formation des enseignants en nature de la science au moyen de la recherche- action Formação do professorado em natureza da ciência mediante pesquisa-ação |
| title_full | Teacher training on the nature of science through action-research |
| title_fullStr | Teacher training on the nature of science through action-research |
| title_full_unstemmed | Teacher training on the nature of science through action-research |
| title_short | Teacher training on the nature of science through action-research |
| title_sort | teacher training on the nature of science through action research |
| topic | Nature of science and technology pedagogical content knowledge teaching-learning sequences teacher training explicit-reflective teaching. Naturaleza de la Ciencia y Tecnología conocimiento didáctico del contenido secuencias de enseñanza aprendizaje formación del profesorado enseñanza explícita-reflexiva. Nature de la Science et de la Technologie connaissance didactique du contenu séquences d’enseignement apprentissage formation des enseignants enseignement explicite-réflexif. Natureza da ciência e tecnologia conhecimento didático do conteúdo sequências de ensino aprendizagem formação do professorado ensino explícito reflexivo. |
| topic_facet | Nature of science and technology pedagogical content knowledge teaching-learning sequences teacher training explicit-reflective teaching. Naturaleza de la Ciencia y Tecnología conocimiento didáctico del contenido secuencias de enseñanza aprendizaje formación del profesorado enseñanza explícita-reflexiva. Nature de la Science et de la Technologie connaissance didactique du contenu séquences d’enseignement apprentissage formation des enseignants enseignement explicite-réflexif. Natureza da ciência e tecnologia conhecimento didático do conteúdo sequências de ensino aprendizagem formação do professorado ensino explícito reflexivo. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3000 |
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