Abstract:Se informa una parte de una investigación sobre la formación epistemológica de profesores de Física, que apunta a ofrecer fundamentos y orientaciones para mejorar esa formación. Asumiendo que el conocimiento de algunas particularidades de la comunicación entre científicos puede contribuir a desestabilizar las concepciones erróneas de la ciencia que frecuentemente subyacen a las acciones docentes, se presentan en la primera sección del artículo ciertas referencias y ejemplos de argumentaciones sostenidas entre … Show more
“…There are also relevant works analysing both the importance of argumentation within the community of science researchers and naive conceptions that teachers tend to have on such regard. Based on that, some authors propose developing teacher training that considers the nature of argumentation that takes place in science in order to construct less stereotyped views of scientific reasoning and to recognise the social character of knowledge generation (Islas, Stipcich, & Domínguez, 2006;Islas, Sgro, & Pesa, 2009). Finally, research conducted in our group has focused on teachers' conceptions and practices with respect to argumentation processes that take place in contexts enriched with Information and Communication Technology (ICT).…”
This article focuses on the integration of argumentation and digital technologies in science teacher education. We present theoretical reflections, results of empirical research, and description of innovative experiences with pre-and in-service biology teachers. Regarding argumentation, we analyse what defending a claim in science entails for teachers, the teaching strategies they (would) use in the classroom in relation to argumentation, the relevance that they attribute to the performance of different tasks for arguing, the subject content where argumentation fits more suitably, and the reasons they would consider in favour of arguing in science classes. For the analysis of educational practices that involve use of technologies, we adopt a perspective that looks at their complexity and recognises teachers as their creative authors. We discuss the way in which teachers (would) use technologies in their practice, their expectations around this, and the foreseen results with students. Finally, we examine three innovative educational experiences already implemented, using argument maps, web-based inquiry, and a digital game. We look into the possibilities that these technological resources offer for teachers to analyse the argumentation levels reached by their students.
“…There are also relevant works analysing both the importance of argumentation within the community of science researchers and naive conceptions that teachers tend to have on such regard. Based on that, some authors propose developing teacher training that considers the nature of argumentation that takes place in science in order to construct less stereotyped views of scientific reasoning and to recognise the social character of knowledge generation (Islas, Stipcich, & Domínguez, 2006;Islas, Sgro, & Pesa, 2009). Finally, research conducted in our group has focused on teachers' conceptions and practices with respect to argumentation processes that take place in contexts enriched with Information and Communication Technology (ICT).…”
This article focuses on the integration of argumentation and digital technologies in science teacher education. We present theoretical reflections, results of empirical research, and description of innovative experiences with pre-and in-service biology teachers. Regarding argumentation, we analyse what defending a claim in science entails for teachers, the teaching strategies they (would) use in the classroom in relation to argumentation, the relevance that they attribute to the performance of different tasks for arguing, the subject content where argumentation fits more suitably, and the reasons they would consider in favour of arguing in science classes. For the analysis of educational practices that involve use of technologies, we adopt a perspective that looks at their complexity and recognises teachers as their creative authors. We discuss the way in which teachers (would) use technologies in their practice, their expectations around this, and the foreseen results with students. Finally, we examine three innovative educational experiences already implemented, using argument maps, web-based inquiry, and a digital game. We look into the possibilities that these technological resources offer for teachers to analyse the argumentation levels reached by their students.
“…Más aún, en muchos casos los futuros profesores cursan asignaturas que están a cargo de investigadores. Empero, como ya hemos mostrado en publicaciones anteriores (Islas, 2009) los estudiantes de profesorado no reciben información sobre estas prácticas por parte de los propios protagonistas de la construcción de conocimiento; hemos dado cuenta (Islas, 2002a) de la exigüidad de los espacios específicos de construcción de saberes sobre la comunidad científica que trabaja en el mismo ámbito institucional en el cual los futuros docentes cursan su carrera.…”
Section: Regresando a La Preparación De Los Docentesunclassified
El artículo presenta algunos resultados de una investigación sobre formación epistemológica de profesores de física en universidades argentinas. Dentro de esta formación se indagaron específicamente los contenidos referentes a la dinámica argumentativa de la comunidad en la cual se elabora el conocimiento científico.
La indagación sobre ambos temas (formación de profesores y dinámica de la comunidad científica) tomó como referente teórico al pragmatismo peirceano. En este escrito se toman en consideración algunas ideas de Peirce relacionadas con dos formas de inferencia: la abducción y la analogía, y su empleo en la comunidad de físicos; también se ilustra la postura de este pensador respecto del carácter comunitario de la construcción de conocimiento.
Luego se consignan los puntos clave de la información obtenida al analizar planes de estudio y programas de contenidos de los profesorados en física, y documentos emanados del Ministerio de Educación para la formación docente. Esta información, además de mostrar la pertinencia de incorporar en la formación de profesores temas relativos a las prácticas científicas, permite inferir la factibilidad de tal incorporación.
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