The practical works in the classes of Chemistry of the teaching school: A didactic analysis
Initial teacher training for education in Natural Sciences involves the approach to the products and processes of science for its teaching, from a didactic approach (Seferian, 2015: 15-32; Furman et al. 2018: 17) that contemplates the selection of teaching strategies for the understanding of scienti...
Guardado en:
| Autores principales: | , , , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina
2022
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/efi/article/view/39271 |
| Aporte de: |
| id |
I10-R284-article-39271 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-284 |
| container_title_str |
Educación, formación e investigación |
| language |
Español |
| format |
Artículo revista |
| topic |
enseñanza de química formación docente en Química trabajos prácticos modelos didácticos finalidades formativas chemistry teaching chemistry teacher training practical work didactic models formative purposes |
| spellingShingle |
enseñanza de química formación docente en Química trabajos prácticos modelos didácticos finalidades formativas chemistry teaching chemistry teacher training practical work didactic models formative purposes López Rivilli, Marisa Masullo, Marina Becheran, Claudia Páez, Lorena Andrea Toranzo, Emanuel The practical works in the classes of Chemistry of the teaching school: A didactic analysis |
| topic_facet |
enseñanza de química formación docente en Química trabajos prácticos modelos didácticos finalidades formativas chemistry teaching chemistry teacher training practical work didactic models formative purposes |
| author |
López Rivilli, Marisa Masullo, Marina Becheran, Claudia Páez, Lorena Andrea Toranzo, Emanuel |
| author_facet |
López Rivilli, Marisa Masullo, Marina Becheran, Claudia Páez, Lorena Andrea Toranzo, Emanuel |
| author_sort |
López Rivilli, Marisa |
| title |
The practical works in the classes of Chemistry of the teaching school: A didactic analysis |
| title_short |
The practical works in the classes of Chemistry of the teaching school: A didactic analysis |
| title_full |
The practical works in the classes of Chemistry of the teaching school: A didactic analysis |
| title_fullStr |
The practical works in the classes of Chemistry of the teaching school: A didactic analysis |
| title_full_unstemmed |
The practical works in the classes of Chemistry of the teaching school: A didactic analysis |
| title_sort |
practical works in the classes of chemistry of the teaching school: a didactic analysis |
| description |
Initial teacher training for education in Natural Sciences involves the approach to the products and processes of science for its teaching, from a didactic approach (Seferian, 2015: 15-32; Furman et al. 2018: 17) that contemplates the selection of teaching strategies for the understanding of scientific knowledge from its own nature and the construction of disciplinary knowledge for teaching. Accordingly, we highlight the professional work of teachers in the design and development of meaningful didactic proposals, in line with the formative purposes for teacher training in Natural Sciences.
In this article, we present the findings of an exploratory research conducted in the Secondary Education Teacher Training in Chemistry in the province of Córdoba, during the months of August 2019 to July 2020. The purpose was focused on making approaches to the didactic models, the epistemological conceptions that guide the pedagogical decisions of the teachers and the image of science that is propitiated and constructed in the chemistry classes of the Profesorado. The methodological approach was qualitative, using categories and indicators (organized in an evaluation grid designed by the research team) for the analysis of the practical work implemented by teachers in their classes of curricular units of the Specific Training Field. The categories and indicators of the grid were constructed based on the Curricular Design of the teaching staff and on the proposal elaborated by Caamaño (2003) regarding the purposes, work methodology and formative purposes for experimental practical work. |
| publisher |
Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/efi/article/view/39271 |
| work_keys_str_mv |
AT lopezrivillimarisa thepracticalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT masullomarina thepracticalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT becheranclaudia thepracticalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT paezlorenaandrea thepracticalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT toranzoemanuel thepracticalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT lopezrivillimarisa lostrabajospracticosenlasclasesdequimicadelprofesoradounanalisisdidactico AT masullomarina lostrabajospracticosenlasclasesdequimicadelprofesoradounanalisisdidactico AT becheranclaudia lostrabajospracticosenlasclasesdequimicadelprofesoradounanalisisdidactico AT paezlorenaandrea lostrabajospracticosenlasclasesdequimicadelprofesoradounanalisisdidactico AT toranzoemanuel lostrabajospracticosenlasclasesdequimicadelprofesoradounanalisisdidactico AT lopezrivillimarisa practicalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT masullomarina practicalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT becheranclaudia practicalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT paezlorenaandrea practicalworksintheclassesofchemistryoftheteachingschooladidacticanalysis AT toranzoemanuel practicalworksintheclassesofchemistryoftheteachingschooladidacticanalysis |
| first_indexed |
2024-09-03T22:39:34Z |
| last_indexed |
2024-09-03T22:39:34Z |
| _version_ |
1809216358710247424 |
| spelling |
I10-R284-article-392712022-11-23T16:06:32Z The practical works in the classes of Chemistry of the teaching school: A didactic analysis Los trabajos prácticos en las clases de química del profesorado: Un análisis didáctico López Rivilli, Marisa Masullo, Marina Becheran, Claudia Páez, Lorena Andrea Toranzo, Emanuel enseñanza de química formación docente en Química trabajos prácticos modelos didácticos finalidades formativas chemistry teaching chemistry teacher training practical work didactic models formative purposes Initial teacher training for education in Natural Sciences involves the approach to the products and processes of science for its teaching, from a didactic approach (Seferian, 2015: 15-32; Furman et al. 2018: 17) that contemplates the selection of teaching strategies for the understanding of scientific knowledge from its own nature and the construction of disciplinary knowledge for teaching. Accordingly, we highlight the professional work of teachers in the design and development of meaningful didactic proposals, in line with the formative purposes for teacher training in Natural Sciences. In this article, we present the findings of an exploratory research conducted in the Secondary Education Teacher Training in Chemistry in the province of Córdoba, during the months of August 2019 to July 2020. The purpose was focused on making approaches to the didactic models, the epistemological conceptions that guide the pedagogical decisions of the teachers and the image of science that is propitiated and constructed in the chemistry classes of the Profesorado. The methodological approach was qualitative, using categories and indicators (organized in an evaluation grid designed by the research team) for the analysis of the practical work implemented by teachers in their classes of curricular units of the Specific Training Field. The categories and indicators of the grid were constructed based on the Curricular Design of the teaching staff and on the proposal elaborated by Caamaño (2003) regarding the purposes, work methodology and formative purposes for experimental practical work. La formación docente inicial para la educación en Ciencias Naturales supone el abordaje de los productos y procesos de la ciencia desde un enfoque didáctico (Seferian, 2015; Furman et al., 2018) que contemple la selección de estrategias para la comprensión del conocimiento científico desde su propia naturaleza y la construcción de los saberes disciplinares para la enseñanza. En este sentido, destacamos la labor profesional de los/as profesores/as en el diseño y desarrollo de propuestas didácticas significativas, en consonancia con las finalidades formativas para la formación docente en Ciencias Naturales. En este artículo, se presentan los hallazgos de una investigación exploratoria realizada en profesorados de Educación Secundaria en Química de la provincia de Córdoba durante los meses de agosto de 2019 a julio de 2020. El propósito se centró en realizar aproximaciones a los modelos didácticos, las concepciones epistemológicas que orientan las decisiones pedagógicas de los/as profesores/as y la imagen de ciencia que se propicia y se construye en las clases de Química del profesorado. El enfoque metodológico fue de corte cualitativo, utilizando categorías e indicadores (organizados en una grilla de valoración diseñada por el equipo de investigación) para el análisis de los trabajos prácticos que implementaron los/as docentes en sus clases de unidades curriculares del Campo de la Formación Específica. Las categorías y los indicadores de la grilla se construyeron a partir del Diseño Curricular del profesorado y de la propuesta elaborada por Caamaño (2003) en torno a los propósitos, la metodología de trabajo y las finalidades formativas para trabajos prácticos experimentales. Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina 2022-11-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo application/pdf https://revistas.unc.edu.ar/index.php/efi/article/view/39271 Educación, formación e investigación; Vol. 8 Núm. 13 (2022): Educación y pandemia. Derroteros y vaivenes de la formación docente: antes, durante y ¿después?; 49-63 2422-5975 spa https://revistas.unc.edu.ar/index.php/efi/article/view/39271/39133 https://creativecommons.org/licenses/by-nc-sa/4.0 |