El paradigma de las concepciones alternativas y la formación de los profesores de ciencias
The pre-service education of science teachers is empirically studied in the framework provided by the paradigm of alternative conceptions by means of 13 simple usual Physics questions. The rates of pre-service teachers' alternative conceptions show a strong resemblance with those found in previ...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 1994 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:23031 |
| Acceso en línea: | https://ddd.uab.cat/record/23031 https://dx.doi.org/urn:doi:10.5565/rev/ensciencias.4478 |
| Access Level: | acceso abierto |
| Palabra clave: | Disseny curricular Professors de ciències Avaluació docent Força i velocitat Principi de conservació de l'energia Direcció del moviment Forces compensadores ANOVA Test de Scheffé Tutories Assignació administrativa d'assignatures a professors |
| Sumario: | The pre-service education of science teachers is empirically studied in the framework provided by the paradigm of alternative conceptions by means of 13 simple usual Physics questions. The rates of pre-service teachers' alternative conceptions show a strong resemblance with those found in previous research even with students. Differences between sex and age groups are remarkable, but the major finding is that only physicists show a suitable pattern lacking alternative conceptions about Physics topics, while other science careers not only have a lot of alternative conceptions but also science and non-science teachers show similar patterns. We claim a pre-service teacher education more based on conceptual change aimed to avoid teachers' alternative conceptions in basic science contents of different areas. |
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