Concepciones de futuros profesores del primer ciclo de primaria sobre la naturaleza de la ciencia
Research studies have showen that the image of science that students construct during their formal learning is strongly influenced by the teacher's conceptions about the nature of scientific knowledge. It is then fundamental to investigate the impact of initial teacher's education in the d...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 1996 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:22316 |
| Acceso en línea: | https://ddd.uab.cat/record/22316 https://dx.doi.org/urn:doi:10.5565/rev/ensciencias.4207 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensenyament formal Perspectiva constructivista del procés d'ensenyament-aprenentatge Coneixement científic Pluralisme metodològic Lleis científiques Ciència-Societat |
| Sumario: | Research studies have showen that the image of science that students construct during their formal learning is strongly influenced by the teacher's conceptions about the nature of scientific knowledge. It is then fundamental to investigate the impact of initial teacher's education in the development of those conceptions in future teachers. The aim of this article is to present a study about the contribution of the three year initial teacher education, of basic education teachers (1st cycle - 6/10 years olds), in the development of their conceptions about the nature of science. The results show that the initial teacher education, as it has been developed in teacher training institutions, does not significantly influence the ideas held by future teachers about the nature of science. |
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