El pensamiento creativo en estudiantes para profesores de ciencias: efectos del aprendizaje basado en problemas y en la historia de la ciencia.
| dc.contributor.author | Dogan, Nihal | spa |
| dc.contributor.author | Manassero , María Antonia | spa |
| dc.contributor.author | Vázquez-Alonso, Ángel | spa |
| dc.date.accessioned | 2021-08-02T16:54:49Z | |
| dc.date.available | 2021-08-02T16:54:49Z | |
| dc.date.issued | 2020-07-01 | |
| dc.description.abstract | El pensamiento creativo es una habilidad de los seres humanos que se puede desarrollar a través de la educación con material de aprendizaje y enseñanza apropiados. El pensamiento creativo es clave para adaptarse a unas condiciones de vida que cambian rápidamente y para producir soluciones creativas a todo tipo de los problemas de toda clase, y especialmente en el campo de la ciencia y la tecnología. El objetivo de este estudio es mejorar el pensamiento creativo de los estudiantes maestros turcos de ciencias en formación turcos para ser docentes de ciencias a través del aprendizaje basado en problemas (abp) y el enfoque de la historia de la ciencia (hdc). El diseño cuasi-experimental tiene dos grupos experimentales, uno en la condición de aprendizaje abp y el otro grupo en el aprendizaje hdc, ambos de manera explícita y reflexiva con intervenciones que duraron dos semestres con un total de 72 maestros en formación estudiantes de tercer año para ser maestros (8 hombres y 64 mujeres), que completaron el cuestionario de pensamiento creativo de Torrance como instrumento de recolección de datos y después se evaluaron las actuaciones de los dos grupos. Los resultados indican que el enfoque abp fue más efectivo que el enfoque hdc para aumentar el pensamiento creativo y el interés de los estudiantes para maestros en la creatividad. Finalmente, se discuten las implicaciones de estos resultados para mejorar la creatividad de los maestros en formación inicial. | spa |
| dc.description.abstractenglish | Creative thinking is a human ability that can be developed through education with appropriate materials for learning and teaching. Creative thinking is ke to adapting to rapidly changing living conditions and to producing creative solutions to any kind of problems, and especially in the field of science and technology. The objective of this study is to improve the creative thinking of Turkish students in initial training as science teachers through Problem Based Learning (abp) and the History of Science (hdc) approaches. The quasi-experimental design has two experimental groups, one in the abp learning condition and the other group in the hdc learning, both explicitly and reflectively. The interventions lasted two semesters and participated 72 third-year students to be teachers (8 men and 64 women) in the two condition groups, who completed the Torrance creative thinking questionnaire as a data collection instrument and whose performances were evaluated. The results indicate that the abp approach was more effective than the hdc approach in increasing creative thinking and student interest for teachers in creativity. Finally, the implications of these results to improve the creativity of teachers in initial training are discussed. | 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/10926 | |
| dc.identifier | 10.17227/ted.num48-10926 | |
| dc.identifier.issn | 2323-0126 | |
| dc.identifier.issn | 2665-3184 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/16242 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/10926/8937 | |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/10926/9478 | |
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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. 48 (2020): jul-dic | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; No. 48 (2020): jul-dic | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; n. 48 (2020): jul-dic | spa |
| dc.subject | Creatividad | spa |
| dc.subject | Profesores de ciencias en formación | spa |
| dc.subject | Aprendizaje basado en problemas | spa |
| dc.subject | Historia de la ciencia | spa |
| dc.subject | Torrance test (TTCT) | spa |
| dc.subject.keywords | Creativity | eng |
| dc.subject.keywords | Torrance test (TTCT) | eng |
| dc.subject.keywords | Science teachers in initial training | eng |
| dc.subject.keywords | Problem-based learning | eng |
| dc.subject.keywords | History of science | eng |
| dc.title | El pensamiento creativo en estudiantes para profesores de ciencias: efectos del aprendizaje basado en problemas y en la historia de la ciencia. | spa |
| dc.title.translated | Creative thinking in prospective science teachers: effects of problem and history of science based learning. | 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 |