La Resolución de problemas de energía en la formación inicial de maestros

Abstract

Este artículo presenta una investigación sobre la introducción de la Metodología de Resolución de Problemas como una Investigación, para abordar el currículo de ciencias de la formación inicial de maestros, dentro de los planteamientos del Espacio Europeo de Educación Superior. Para ello, se diseñó la unidad didáctica «La energía, una realidad que nos envuelve», constituida por cuatro situaciones problemáticas abiertas. Los objetivos del estudio se refieren a la mejora del aprendizaje sobre los procedimientos involucrados en dicha metodología y sobre los contenidos científicos abordados en la unidad. Se contó con 35 futuros maestros de la Universidad Complutense de Madrid que resolvieron los problemas abiertos y que contestaron a cuestionarios de conocimientos (pretest-postest). Los resultados constatan mejoras en su capacidad para resolver problemas y aprender los contenidos científicos.

Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change

“…Consequently, we have not included the corrections and group feedback of the MSE students, 30 nor the resolution of the other problems of the sequence. In accordance with results we have previously obtained in the context of preservice primary teacher training, 14 we would expect that these aspects of the learning process would facilitate improvement of the scientific competencies included in the MPSI. In addition, more examples covering content at different school levels should be developed, and future teachers should be encouraged to design other openended problems with feasible solutions (providing the corresponding hypotheses and resolution strategies).…”

“…In this paper we will look at problem-based learning (PBL) as a methodology of inquiry, with a specific focus on the methodology of problem solving as an investigation (MPSI) in the context of the MSE for physics and chemistry teachers. Research on the implications of this methodology has previously been carried out on secondary school classes ,− and primary school teacher training programs by our department, but this will be our first comprehensive study of its use in the Master’s program. Our previous studies gave us very good results in terms of both conceptual and procedural change ,, of students and their attitudes toward science and its learning. , …”

“…10,11 Moreover, from both pedagogical and psychological perspectives some authors are skeptical about their effectiveness, 12 although this could result from an incorrect association with "minimally guided instruction" or discovery learning. 4 To overcome these issues and promote wider use of IBSE methods, it is necessary to develop teacher training initiatives which incorporate them for future primary 13,14 and secondary 15−17 school teachers. This should be done for the following reasons:…”

“…To overcome these issues and promote wider use of IBSE methods, it is necessary to develop teacher training initiatives which incorporate them for future primary , and secondary − school teachers. This should be done for the following reasons: Teachers are the principal agents in terms of updating scientific education .…”

“…In one study, which is quite similar to our own research, a project-based distance learning approach was taken to analyze a series of videos about different teaching practices . In our case, stemming from a previous project about primary teacher training, we propose a face-to-face program based on the resolution of professional problems . The way in which our proposal differs from previous ones ,− is that in order to design classroom activities we focus specifically on the use of teaching units based on sequences of open-ended problems .…”