Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences

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This article presents an investigation developed in the context of initial teacher training in Natural Sciences, from a qualitative perspective, with the aim of identifying social representations related to teaching, learning, and scientific knowledge, in order to analyze and compare them. We worked...

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Detalles Bibliográficos
Autores: Guirado Ariza, Ana María, Gimenez Perez, Yanina, Mazzitelli Lanzone, Claudia
Formato: artículo
Fecha de Publicación:2022
Institución:Pontificia Universidad Católica del Perú
Repositorio:Revistas - Pontificia Universidad Católica del Perú
Lenguaje:español
OAI Identifier:oai:revistaspuc:article/25014
Enlace del recurso:http://revistas.pucp.edu.pe/index.php/educacion/article/view/25014
Nivel de acceso:acceso abierto
Materia:Learning
Teaching
Scientific knowledge
Social representation
Natural Sciences
Aprendizaje
Enseñanza
Conocimiento científico
Representación social
Ciencias Naturales
Aprendizagem
Ensino
Conhecimento científico
Representação social
Ciências Naturais
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spelling Teaching, learning and scientific knowledge from the perspective of future teachers of Natural SciencesLa enseñanza, el aprendizaje y el conocimiento científico desde la perspectiva de futuros profesores de Ciencias NaturalesEnsino, aprendizagem e conhecimento científico na perspectiva dos futuros professores de Ciências NaturaisGuirado Ariza, Ana MaríaGimenez Perez, YaninaMazzitelli Lanzone, ClaudiaLearningTeachingScientific knowledgeSocial representationNatural SciencesAprendizajeEnseñanzaConocimiento científicoRepresentación socialCiencias NaturalesAprendizagemEnsinoConhecimento científicoRepresentação socialCiências NaturaisThis article presents an investigation developed in the context of initial teacher training in Natural Sciences, from a qualitative perspective, with the aim of identifying social representations related to teaching, learning, and scientific knowledge, in order to analyze and compare them. We worked with two cohorts of teacher students in the subject of pedagogical training. An evocation and hierarchization technique and a technique with images were used to identify the representations. The results show different representations in each cohort, with some common characteristics in relation to the subjects and specific scientific knowledge. They also show the need to encourage instances of reflection to help train teachers capable of overcoming their own limitations and who are critical of their own task.En este artículo se presenta una investigación desarrollada en el ámbito de la formación docente inicial en Ciencias Naturales, desde una perspectiva cualitativa, con el objetivo de identificar las representaciones sociales vinculadas con la enseñanza, el aprendizaje y el conocimiento científico, a fin de analizarlas y compararlas. Se trabajó con dos cohortes de estudiantes de profesorados en una cátedra de formación pedagógica. Se utilizó una técnica de evocación y jerarquización y una técnica con imágenes que permitieron identificar las representaciones. Los resultados muestran diversas representaciones en cada cohorte, con algunas características comunes en relación con los sujetos y el conocimiento científico específico. También evidencian la necesidad de favorecer instancias de reflexión para contribuir a formar docentes capaces de superar sus propias limitaciones y que sean críticos de su propia tarea.Este artigo apresenta uma investigação desenvolvida no campo da formação inicial de professores em Ciências da Natureza, numa perspectiva qualitativa, com o objetivo de identificar representações sociais relacionadas com o ensino, a aprendizagem e o conhecimento científico, a fim de analisar e compara-os. Trabalhamos com duas coortes de alunos professores em uma matéria de formação pedagógica. Uma técnica de evocação e hierarquização e uma técnica com imagens foram utilizadas para identificar as representações. Os resultados mostram representações diferentes em cada coorte, com algumas características comuns em relação aos temas e conhecimentos científicos específicos. Também mostram a necessidade de estimular as instâncias de reflexão para ajudar na formação de professores capazes de superar suas próprias limitações e críticos de sua própria tarefa.Pontificia Universidad Católica del Perú2022-03-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.pucp.edu.pe/index.php/educacion/article/view/2501410.18800/educacion.202201.009Educación; Vol. 31 Núm. 60 (2022); 197-2142304-43221019-9403reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPspahttp://revistas.pucp.edu.pe/index.php/educacion/article/view/25014/23736http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:revistaspuc:article/250142024-07-18T21:13:13Z
dc.title.none.fl_str_mv Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
La enseñanza, el aprendizaje y el conocimiento científico desde la perspectiva de futuros profesores de Ciencias Naturales
Ensino, aprendizagem e conhecimento científico na perspectiva dos futuros professores de Ciências Naturais
title Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
spellingShingle Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
Guirado Ariza, Ana María
Learning
Teaching
Scientific knowledge
Social representation
Natural Sciences
Aprendizaje
Enseñanza
Conocimiento científico
Representación social
Ciencias Naturales
Aprendizagem
Ensino
Conhecimento científico
Representação social
Ciências Naturais
title_short Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
title_full Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
title_fullStr Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
title_full_unstemmed Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
title_sort Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
dc.creator.none.fl_str_mv Guirado Ariza, Ana María
Gimenez Perez, Yanina
Mazzitelli Lanzone, Claudia
author Guirado Ariza, Ana María
author_facet Guirado Ariza, Ana María
Gimenez Perez, Yanina
Mazzitelli Lanzone, Claudia
author_role author
author2 Gimenez Perez, Yanina
Mazzitelli Lanzone, Claudia
author2_role author
author
dc.subject.none.fl_str_mv Learning
Teaching
Scientific knowledge
Social representation
Natural Sciences
Aprendizaje
Enseñanza
Conocimiento científico
Representación social
Ciencias Naturales
Aprendizagem
Ensino
Conhecimento científico
Representação social
Ciências Naturais
topic Learning
Teaching
Scientific knowledge
Social representation
Natural Sciences
Aprendizaje
Enseñanza
Conocimiento científico
Representación social
Ciencias Naturales
Aprendizagem
Ensino
Conhecimento científico
Representação social
Ciências Naturais
description This article presents an investigation developed in the context of initial teacher training in Natural Sciences, from a qualitative perspective, with the aim of identifying social representations related to teaching, learning, and scientific knowledge, in order to analyze and compare them. We worked with two cohorts of teacher students in the subject of pedagogical training. An evocation and hierarchization technique and a technique with images were used to identify the representations. The results show different representations in each cohort, with some common characteristics in relation to the subjects and specific scientific knowledge. They also show the need to encourage instances of reflection to help train teachers capable of overcoming their own limitations and who are critical of their own task.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-18
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://revistas.pucp.edu.pe/index.php/educacion/article/view/25014
10.18800/educacion.202201.009
url http://revistas.pucp.edu.pe/index.php/educacion/article/view/25014
identifier_str_mv 10.18800/educacion.202201.009
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.pucp.edu.pe/index.php/educacion/article/view/25014/23736
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontificia Universidad Católica del Perú
publisher.none.fl_str_mv Pontificia Universidad Católica del Perú
dc.source.none.fl_str_mv Educación; Vol. 31 Núm. 60 (2022); 197-214
2304-4322
1019-9403
reponame:Revistas - Pontificia Universidad Católica del Perú
instname:Pontificia Universidad Católica del Perú
instacron:PUCP
instname_str Pontificia Universidad Católica del Perú
instacron_str PUCP
institution PUCP
reponame_str Revistas - Pontificia Universidad Católica del Perú
collection Revistas - Pontificia Universidad Católica del Perú
repository.name.fl_str_mv
repository.mail.fl_str_mv
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Teaching, learning and scientific knowledge from the perspective of future teachers of Natural Sciences
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