Teacher training on the nature of science through action-research
Nature of science teaching is essential for scientific and technological literacy, but teacher training is poor due to the lack of pedagogical content knowledge (PCK) of topics on the nature of science and technology (NS&,T). This article addresses the development of the PCK through the self-...
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Universidad Pedagógica y Tecnológica de Colombia
2014-01-01
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doaj-498bb104398d48edbb755eb12498e1dc2020-11-24T22:51:10ZengUniversidad Pedagógica y Tecnológica de Colombia Praxis & Saber2216-01592014-01-015916518810.19053/22160159.30002625Teacher training on the nature of science through action-researchÁngel Vázquez-Alonso0Adriana María Rodríguez Cruz1Universidad de las Islas BalearesUniversidad del TolimaNature of science teaching is essential for scientific and technological literacy, but teacher training is poor due to the lack of pedagogical content knowledge (PCK) of topics on the nature of science and technology (NS&,T). This article addresses the development of the PCK through the self-training of a teacher, by describing the process of curriculum ownership, change and self-regulation, to teach the students the topic “observation in science”. Since action-research is the frame of this study, the teacher reflects and researches his own practice, with the help of some tools to make explicit the developed PCK. The results show the features of the PCK developed by the teacher, and how the teacher becomes aware that the PCK-NS&,T integrative model, the different teaching contexts in the classroom, and the reflective and explicit teaching processes are effective to teach NS&,T, as they improve students’ understanding of the theory-laden of observations and develop motivation towards consensus argumentation and decision making, autonomous learning, sharing team work, self-reflection and dialogue.http://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3000Naturaleza de la Ciencia y Tecnologíaconocimiento didáctico del contenidosecuencias de enseñanza aprendizajeformación del profesoradoenseñanza explícita-reflexiva. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ángel Vázquez-Alonso Adriana María Rodríguez Cruz |
spellingShingle |
Ángel Vázquez-Alonso Adriana María Rodríguez Cruz Teacher training on the nature of science through action-research Praxis & Saber Naturaleza de la Ciencia y Tecnología conocimiento didáctico del contenido secuencias de enseñanza aprendizaje formación del profesorado enseñanza explícita-reflexiva. |
author_facet |
Ángel Vázquez-Alonso Adriana María Rodríguez Cruz |
author_sort |
Ángel Vázquez-Alonso |
title |
Teacher training on the nature of science through action-research |
title_short |
Teacher training on the nature of science through action-research |
title_full |
Teacher training on the nature of science through action-research |
title_fullStr |
Teacher training on the nature of science through action-research |
title_full_unstemmed |
Teacher training on the nature of science through action-research |
title_sort |
teacher training on the nature of science through action-research |
publisher |
Universidad Pedagógica y Tecnológica de Colombia |
series |
Praxis & Saber |
issn |
2216-0159 |
publishDate |
2014-01-01 |
description |
Nature of science teaching is essential for scientific and technological literacy, but teacher training is poor due to the lack of pedagogical content knowledge (PCK) of topics on the nature of science and technology (NS&,T). This article addresses the development of the PCK through the self-training of a teacher, by describing the process of curriculum ownership, change and self-regulation, to teach the students the topic “observation in science”. Since action-research is the frame of this study, the teacher reflects and researches his own practice, with the help of some tools to make explicit the developed PCK. The results show the features of the PCK developed by the teacher, and how the teacher becomes aware that the PCK-NS&,T integrative model, the different teaching contexts in the classroom, and the reflective and explicit teaching processes are effective to teach NS&,T, as they improve students’ understanding of the theory-laden of observations and develop motivation towards consensus argumentation and decision making, autonomous learning, sharing team work, self-reflection and dialogue. |
topic |
Naturaleza de la Ciencia y Tecnología conocimiento didáctico del contenido secuencias de enseñanza aprendizaje formación del profesorado enseñanza explícita-reflexiva. |
url |
http://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3000 |
work_keys_str_mv |
AT angelvazquezalonso teachertrainingonthenatureofsciencethroughactionresearch AT adrianamariarodriguezcruz teachertrainingonthenatureofsciencethroughactionresearch |
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1725671044053729280 |