Didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh

When designing a practical laboratory activity, it is important to define the relationship between the results of the activity and the theoretical knowledge. Beyond the approach or content addressed, practical activities involve the implementation of different types of related activities, which are...

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Autor principal: Fernandez, Nancy
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2019
Materias:
Practical Laboratory Work
Teaching Beliefs
Interest
Trabajos prácticos de laboratorio
Concepciones docentes
Interés
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/25553
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-25553
record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
topic Practical Laboratory Work
Teaching Beliefs
Interest
Trabajos prácticos de laboratorio
Concepciones docentes
Interés
spellingShingle Practical Laboratory Work
Teaching Beliefs
Interest
Trabajos prácticos de laboratorio
Concepciones docentes
Interés
Fernandez, Nancy
Didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh
topic_facet Practical Laboratory Work
Teaching Beliefs
Interest
Trabajos prácticos de laboratorio
Concepciones docentes
Interés
author Fernandez, Nancy
author_facet Fernandez, Nancy
author_sort Fernandez, Nancy
title Didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh
title_short Didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh
title_full Didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh
title_fullStr Didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh
title_full_unstemmed Didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh
title_sort didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh
description When designing a practical laboratory activity, it is important to define the relationship between the results of the activity and the theoretical knowledge. Beyond the approach or content addressed, practical activities involve the implementation of different types of related activities, which are essential aids to promote the construction of new knowledge. Considering the central role that design plays in research and, in particular, for students to acquire a valid vision of the relationships between science-technology and society, it is essential that students have the opportunity to participate in the elaboration of experimental designs, instead of following detailed guides already prepared by teachers. The importance of laboratory activities is also stressed because of their motivational character of learning. However, motivation is questioned and differentiated from interest, since, although certain practical activities can generate interest within a particular content, there is little evidence to suggest that laboratory activities motivate students towards Science in general or, towards the study of a particular Science. Situational interest refers to that which is stimulated in an individual as a consequence of being in a particular environment or situation, such as when a student does a practical task within a Science Laboratory. Unlike personal interest, situational interest is susceptible to the influence of its teacher in the short term. Although less likely to persist over time, it provides an opportunity for teachers to positively influence the effectiveness of student learning on specific content. In the research process, some ideas, arguments, conjectures, discussions, data analysis, were shared in articles that were published during 2017 and 2018 in academic journals. At the time of writing, the articles went on to form chapters of the Thesis, threading the production into a continuum that gives an account of the investigations carried out for the construction of the object of study.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2019
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/25553
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spelling I10-R313-article-255532021-11-12T18:42:45Z Didactic knowledge of the content of practical laboratory activities by inquiry of biology teacherssh El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología Fernandez, Nancy Practical Laboratory Work Teaching Beliefs Interest Trabajos prácticos de laboratorio Concepciones docentes Interés When designing a practical laboratory activity, it is important to define the relationship between the results of the activity and the theoretical knowledge. Beyond the approach or content addressed, practical activities involve the implementation of different types of related activities, which are essential aids to promote the construction of new knowledge. Considering the central role that design plays in research and, in particular, for students to acquire a valid vision of the relationships between science-technology and society, it is essential that students have the opportunity to participate in the elaboration of experimental designs, instead of following detailed guides already prepared by teachers. The importance of laboratory activities is also stressed because of their motivational character of learning. However, motivation is questioned and differentiated from interest, since, although certain practical activities can generate interest within a particular content, there is little evidence to suggest that laboratory activities motivate students towards Science in general or, towards the study of a particular Science. Situational interest refers to that which is stimulated in an individual as a consequence of being in a particular environment or situation, such as when a student does a practical task within a Science Laboratory. Unlike personal interest, situational interest is susceptible to the influence of its teacher in the short term. Although less likely to persist over time, it provides an opportunity for teachers to positively influence the effectiveness of student learning on specific content. In the research process, some ideas, arguments, conjectures, discussions, data analysis, were shared in articles that were published during 2017 and 2018 in academic journals. At the time of writing, the articles went on to form chapters of the Thesis, threading the production into a continuum that gives an account of the investigations carried out for the construction of the object of study. Al diseñar una actividad práctica de Laboratorio es importante definir qué relaciones se pretende que el alumnado llegue a establecer entre los resultados del mismo y los conocimientos teóricos. Independientemente del enfoque o de los contenidos abordados, las actividades prácticas suponen la realización de distintos tipos de actividades relacionadas, que constituyen ayudas fundamentales para promover la construcción de nuevos conocimientos. Resulta fundamental que estudiantes tengan ocasión de participar en la elaboración de diseños experimentales, en vez de seguir guías detalladas ya preparadas por docentes, dado el papel central que juega el diseño en la investigación y, muy en particular, para que adquieran una visión válida de las relaciones ciencia-tecnología- sociedad. También se destaca la importancia de las actividades de laboratorio por su carácter motivacional del aprendizaje. Sin embargo, se cuestiona la motivación y se la diferencian del interés, ya que, si bien ciertas actividades prácticas pueden generar interés dentro de un contenido en particular, hay pocas evidencias que sugieran que las actividades de laboratorio motiven los y las alumnas hacia la Ciencia en general o, hacia el estudio de una Ciencia en particular. El interés situacional hace referencia al que se estimula en un individuo como consecuencia de estar en un ambiente o situación particular, como cuando un alumno o alumna realiza un trabajo práctico dentro de un Laboratorio de Ciencias. A diferencia del interés personal, el situacional es susceptible a la influencia de su docente a corto plazo. Aunque es menos probable que persista con el tiempo, proporciona una oportunidad para que el profesorado influya positivamente en la eficacia del aprendizaje del estudiantado en contenidos específicos. En el proceso investigativo, algunas ideas, argumentaciones, conjeturas, discusiones, análisis de datos, fueron volcadas en artículos que se publicaron durante 2017 y 2018 en revistas académicas. Al momento de escribir, los artículos pasaron a conformar capítulos de la Tesis, hilvanando la producción en un continuo que da cuenta de las indagaciones realizadas para la construcción del objeto de estudio. Asociación de Docentes de Ciencias Biológicas de la Argentina 2019-12-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/25553 10.59524/2344-9225.v22.n2.25553 Journal of Biology Education; Vol. 22 No. 2 (2019): Journal of Education in Biology; 81-86 Revista de Educación en Biología; Vol. 22 Núm. 2 (2019): Revista de Educación en Biología; 81-86 2344-9225 0329-5192 10.59524/2344.9225.v22.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/25553/29653 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/25553/29697 Derechos de autor 2019 Nancy Fernandez https://creativecommons.org/licenses/by-nc-sa/4.0

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