Aprender a detectar las ideas del alumnado de Primaria sobre los contenidos escolares de ciencias

Abstract

Aprender a detectar las ideas del alumnado de Primaria sobre los contenidos escolares de ciencias. Investigación en la escuela, 88, 46-62. Recuperado de: www.investigacionenlaescuela.es/articulos/R88/R88-3 Resumen: entre las muchas competencias que deben desarrollar los futuros maestros está el que sean capaces de detectar las ideas de los alumnos para poder utilizarlas didácticamente. El propósito de este estudio es describir y analizar la progresión de los futuros maestros al diseñar un instrumento para detectar las ideas de los alumnos de Primaria sobre contenidos de ciencias, cuando participan en cursos de formación inicial con una estrategia de orientación constructivista. Los resultados del análisis de las producciones escritas de los participantes sugieren que, al finalizar el proceso formativo, los futuros profesores son capaces de elaborar instrumentos mucho más idóneos para detectar las ideas de los alumnos y se alejan de un formato similar al examen memorístico. Finalmente, se discuten las posibles implicaciones para la formación inicial de maestros Palabras clave: "ideas de los alumnos"; "concepciones de los maestros"; "formación inicial de maestros"; "contenidos escolares"; "educación Primaria". Learning to detect students' ideas about school-level content on science

Educação em Astronomia: reflexões e práticas formativas

“…Por fim, seguindo o paralelismo entre as ideias dos estudantes e as dos professores sobre as ideias dos estudantes, Solís et al (2016) implementaram uma abordagem com os professores análoga a que Nussbaum (1985) desenvolveu com as crianças, isto é, partindo das suas ideias e promovendo uma evolução segundo a "hipótese de progressão" que identifica os obstáculos e que orienta as atividades de reflexão sobre eles. Os resultados indicaram, mesmo que não tenham sido superados todos os obstáculos, um grau de evolução bastante positivo na direção do relativismo contextual das propostas didáticas finais dos futuros professores de Ciências 45 .…”

How Do Prospective Teachers Address Pupils’ Ideas during School Practices?

“…Nevertheless, in a traditional orientation to teaching, pupils' ideas have no epistemological value. The spontaneous ability to construct one's own ideas is not recognised but tends to be seen as the result of previous academic training [14,32]. If the ideas differ greatly from accepted scientific interpretations, they are not recognised as important, and then they are often ignored in educational planning [44].…”

“…In addition, she used a teacher's diary to evaluate the teaching process, by reflecting on the learning achieved by the pupils in each task. Half of the prospective teachers ( PT 2,3,7,10,12,13,14,15,17,and 19) saw change as the replacement of pupils' ideas with scientifically correct ones (Level 2). They evaluated pupils' explanations at the end of the process, using application activities for which they proposed learning indicators such as: in their explanations, the pupils used the concepts of reproduction correctly (PT 3) or the pupils knew how animals are really classified (PT 12).…”

“…Thus, reducing the ideas to academic knowledge, detracting from their epistemological value, would strongly hinder the ability of the teacher to offer opportunities for pupils to recognise, confront, and reinterpret their ideas in light of more complex forms of knowledge. Thus, these prospective teachers did not really succeed in their development of didactic orientations aimed at fostering progression in pupils' ideas, which is a prerequisite for learning science [14,76].…”

“…For science teaching, it is essential to recognise the didactic value of pupils' ideas [10,11], in order to establish teaching and learning (T/L) strategies that allow them to evolve [12][13][14]. Thus, it would be necessary to explore what prospective teachers learn about pupils' ideas and their utilisation during initial training.…”