Educación científica basada en la indagación: análisis de concepciones didácticas de maestros en ejercicio de Costa Rica a partir de un modelo de complejidad
Fecha
2019-07-01
Tipo
artículo original
Autores
Retana Alvarado, Diego Armando
Vázquez Bernal, Bartolomé
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Resumen
En este artículo se analizan las concepciones didácticas de maestros en ejercicio sobre la indagación y se establecen perfiles de acuerdo con su complejidad evolutiva desde tres dimensiones que constituyen la Hipótesis de la Complejidad: técnica, práctica y crítica. Desde un diseño exploratorio secuencial, se analiza la perspectiva de cuatro asesores de Ciencias y doce docentes. Los asesores elaboraron narrativas dentro de un diseño narrativo emergente y el personal docente respondió un cuestionario abierto.
Los resultados sugieren que cuatro docentes se ubican en un nivel de partida con concepciones cercanas a un modelo didáctico transmisivo y ocho en tres niveles intermedios con concepciones constructivistas próximas a un modelo alternativo. Sin embargo, ningún docente se ubica en un nivel de referencia a partir del modelo de complejidad propuesto. El tránsito de un nivel intermedio a uno de referencia puede apoyarse mediante la formación inicial y permanente del profesorado.
This article analyzes didactic conceptions of primary school teachers regarding inquiry and establishes evolutionary complexity profiles according to three dimensions which comprise the technical, practical and critical complexity hypothesis. The perspective of four advisors and twelve teachers was analyzed through narratives based on an emerging narrative design (prepared by the advisors) and an open questionnaire (answered by the teachers). The results suggest a transmissive didactic model baseline for four of the teachers, a traditional didactic model and eight of the teachers in three intermediate levels with constructivist conceptions closer to an alternative model. However, none of the teachers were close to proposed complexity model baseline. The transition from an intermediary level to a reference level can be supported by initial and continuous teacher education.
This article analyzes didactic conceptions of primary school teachers regarding inquiry and establishes evolutionary complexity profiles according to three dimensions which comprise the technical, practical and critical complexity hypothesis. The perspective of four advisors and twelve teachers was analyzed through narratives based on an emerging narrative design (prepared by the advisors) and an open questionnaire (answered by the teachers). The results suggest a transmissive didactic model baseline for four of the teachers, a traditional didactic model and eight of the teachers in three intermediate levels with constructivist conceptions closer to an alternative model. However, none of the teachers were close to proposed complexity model baseline. The transition from an intermediary level to a reference level can be supported by initial and continuous teacher education.
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Palabras clave
Concepciones, Pensamiento, Docencia, escuela primaria