Tres elementos fundamentales en la formación de docentes de ciencias.
| dc.contributor.author | Talanquer, Vicente | spa |
| dc.date.accessioned | 2021-08-02T16:53:41Z | |
| dc.date.available | 2021-08-02T16:53:41Z | |
| dc.date.issued | 2017-05-24 | |
| dc.description.abstract | En este ensayo se describen, analizan y discuten tres elementos formativos que se consideran fundamentales en la preparación docente, primero la conceptualización de la disciplina como forma productiva de pensar y actuar sobre el mundo; segundo, la habilidad para seleccionar y/o diseñar tareas instruccionales retadoras y activas que promuevan la construcción de explicaciones y/o soluciones a fenómenos o problemas concretos de interés. Finalmente la capacidad de implementar tareas instruccionales de manera responsiva, des-de un modelo de evaluación formativa, para apoyar, enriquecer, cuestionar y dirigir el pensamiento. Se analiza que un proceso de enseñanza centrado en estos aspectos satisface múltiples metas de la educación en ciencias, tales como, desarrollar comprensiones significativas de conceptos e ideas centrales: promover la participación en diversas prácticas científicas; involucrar la argumentación y otras formas discursivas empleadas en la construcción y evaluación del conocimiento cien-tífico; diseñar soluciones de interés para estudiantes y la sociedad. Además de crear oportunidades de aprendizaje con un nivel apropiado de reto intelectual. Finalmente se reflexiona sobre la enseñanza responsiva de la disciplina, como medio para facilitar la participación equitativa y favorecer el desarrollo profesional de los docentes, quienes aprenden a responder de manera productiva a las ideas de sus estudiantes en situaciones específicas y contextos variados. | spa |
| dc.description.abstractenglish | This paper describes, analyzes and discusses three educational elements that are considered fundamental in teacher training: first, the conceptualization of the discipline as a productive way of thinking and acting about the world; second, the ability to select and/or design challenging and active instructional tasks encouraging the development of explanations and/or solutions to specific phenomena or problems of interest; finally, the ability to implement instructional tasks in a responsive manner from an educational evaluation model so as to support, enrich, question and guide the way of thinking. The article analyzes the fact that a teaching process focused in these aspects fulfills multiple science education goals, such as developing meaningful understanding of central concepts and ideas; encouraging the participation in several scientific practices; involving the argumentation and other discursive forms used in the development and evaluation of scientific knowledge; designing solutions of interest for students and society; and creating learning opportunities with an appropriate level of intellectual challenge. Finally, a reflection is made on the responsive teaching of the discipline as a means to facilitate equitable participation and favor the professional development of teachers, who learn to productively respond to the ideas of their students in specific situations and varied contexts. | eng |
| dc.format.mimetype | application/pdf | spa |
| dc.format.mimetype | text/xml | spa |
| dc.identifier | https://revistas.upn.edu.co/index.php/TED/article/view/6043 | |
| dc.identifier | 10.17227/01203916.6043 | |
| dc.identifier.issn | 2323-0126 | |
| dc.identifier.issn | 2665-3184 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/15750 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/6043/5005 | |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/6043/7658 | |
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| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.creativecommons | Attribution-NonCommercial 4.0 International | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
| dc.source | Tecné, Episteme y Didaxis: TED; Núm. 41 (2017); 183.196 | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; No. 41 (2017); 183.196 | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; n. 41 (2017); 183.196 | spa |
| dc.subject | Formación docente | spa |
| dc.subject | Planeación | spa |
| dc.subject | Instrucción | spa |
| dc.subject | Evaluación formativa | spa |
| dc.subject | Formación docente | spa |
| dc.subject | Planeación | spa |
| dc.subject | Instrucción | spa |
| dc.subject | Evaluación formativa | spa |
| dc.subject.keywords | Teacher training | eng |
| dc.subject.keywords | Planning | eng |
| dc.subject.keywords | Instruction | eng |
| dc.subject.keywords | Formative evaluation | eng |
| dc.title | Tres elementos fundamentales en la formación de docentes de ciencias. | spa |
| dc.title.translated | Three fundamental elements in the training of science teachers. | eng |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
| dc.type.driver | info:eu-repo/semantics/article | eng |
| dc.type.local | Artículo de revista | spa |
| dc.type.version | info:eu-repo/semantics/publishedVersion |