From image of the declarative science to classroom practice: teacher images between democratic and deficient vision
DOI:
https://doi.org/10.17533/udea.unipluri.20062Keywords:
Images of science, teacher education, students under social riskAbstract
In the field of research into teachers’ images of science, our work focuses on the possible coexistence -in some teachers- of at least two conflicting images. We recognise a declarative image, of democratic character, linked to contextualist views from the philosophy of science, and an im age beneath the practices of these teachers (here called ‘enactive image’), which we characterise as a deficit view, related to empiro-positivistic ideas. We believe that this deficit image constitutes a genuine obstacle for science education, especially when aimed at young people from socially disadvantaged contexts. Instances of pre- and in-service science teacher education in the nature of science (NOS) through STS interventions would help teachers overcome this deficit view, thus promoting the achievement of the aims of science education for all.
Downloads
References
Acevedo Díaz, José Antonio, Vázquez, Ángel y Manassero, María Antonia (2003). «Papel de la educación CTS en una alfabetización científica y tecnológica para todas las personas». Revista Electrónica de Enseñanza de las Ciencias, Vol. 2, N°2, pp. 80–111.
Adúriz-Bravo, Agustín (2005). «¿Qué naturaleza de la ciencia hemos de saber los profesores de ciencias? Una cuestión actual de la investigación didáctica». Tecne, Episteme y Didaxis, Número Extra, pp. 23-33.
Bliss, Joan, Monk, Martin, Ogborn, Jon y Black, Paul (1983). Qualitative data analysis for educational research: A guide to uses of systemic networks. London: Croom Helm.
Chen, Sufen (2006). «Views on science and education (VOSE) questionnaire». En: Asia-Pacific Forum of Science Learning and Teaching, 7(2), Article 11, 1-19.
FernándeZ, Isabel, Gil, Daniel, Carrascosa, Jaime, Cachapuz, Antonio y Praia, Joao (2002). «Visiones deformadas de la ciencia transmitidas por la enseñanza». Enseñanza de las Ciencias, Vol. 20, N°3, pp. 477–488.
Lederman, Norman. (2006). «Research on Nature of Science: Reflections on the Past, Anticipations of the Future». Asia-Pacific Forum of Science Learning and Teaching, 7(1, Foreword), 1–11.
Mccomas, William (ed.) (1998). The nature of science in science education. Rationales and strategies. Dordrecht: Kluwer.
Ravanal, Eduardo y Quintanilla, Mario (2010). «Caracterización de las concepciones epistemológicas del profesorado de Biología en ejercicio sobre la naturaleza de la ciencia». Revista Electrónica de Enseñanza de las Ciencias, 9(1), 111–124.
vázquez, Angel, Acevedo Díaz, José Antonio y Manassero, María Antonia (2005). «Más allá de la enseñanza de las ciencias para científicos: hacia una educación científica humanística». Revista Electrónica de Enseñanza de las Ciencias, Vol. 4, N°2, pp. 1–30.
Downloads
Published
How to Cite
Issue
Section
License
Authors who have publications in this Journal accept the following terms:
- The content of each article is the responsibility of its authors
- The author(s) preserve(s) the moral rights over the article and transfer(s) the patrimonial rights to the University of Antioquia, which can publish it or distribute electronic copies, as well as include it in indexing services, directories or national and international Open Access data bases, under the Creative Commons Attribution License (CC BY-NC-ND).
- The author(s) should sign a declaration of transfer of economic rights to the University of Antioquia, after the acceptance of the manuscript.
- Authors are allowed and advised to disseminate their work through the Internet (eg, institutional telematic archives or their website) before and during the submission process. That can produce interesting exchanges and increase citations of the published work.
- The author(s) has (have) the responsibility to arrange and get the necessary permissions to reproduce any material protected by copyright.
