Publication: Propuesta formativa de didáctica de la química. Las actividades indagativas para la Educación Secundaria como problema profesional
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2018-10-05
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Universidad Complutense de Madrid
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Abstract
Desde finales del siglo pasado, por medio de procesos de reforma curricular (Yore &Treagust, 2006) y de la evaluación internacional de las destrezas científicas de los estudiantes(OCDE, 2001), se reclama un cambio metodológico en las aulas escolares orientadohacia el desarrollo de “competencias”. Además, en el contexto nacional e internacional,se detecta una preocupación sobre el interés decreciente del alumnado hacia lasasignaturas de ciencias –que tiene su continuidad en la elección de estudios universitarios–(OCDE, 2006). Este hecho se atribuye a un efecto combinado de la comprensiónsobre estas materias, las emociones que despiertan y la autoeficacia percibida por losestudiantes (Wang & Degol, 2017). Por ello, se demanda que el objetivo básico de la enseñanzade las ciencias en los niveles escolares sea el de facilitar la alfabetización científica(Banet, 2010), implicando a los estudiantes en las actividades características de laciencia –indagación o prácticas epistémicas– (Kelly, McDonald & Wickman, 2012) y dotándolesde autonomía para desarrollar pequeñas investigaciones que incluyan la formulaciónde hipótesis, el control de las variables, el uso de modelos, la argumentación, etc.(Windschitl, Thompson & Braaten, 2008)...
From the end of the last century, educational organizations have been asking for amethodological change at school, from a work about “contents” towards the developmentof “competencies”. These demands have come with some processes of curricular reform(Yore & Treagust, 2006) and the start of an international assessment of students’ scientificcompetencies (OECD, 2001). In addition, both in a national and international context,there is a concern about the decreasing interest of students towards scientific subjects–which affects the choice of university studies– (OECD, 2006). This fact is attributedto a combined effect of the understanding of these subjects, the emotions they cause andthe students’ self-efficacy (Wang & Degol, 2017). Therefore, promoting the students’ scientificliteracy (Banet, 2010), involving them in characteristic epistemic practices (Kelly,McDonald & Wickman, 2012) and giving them autonomy to carry out small investigations–inquiry, which includes formulation of hypotheses, control of variables, use of models,argumentation… (Windschitl, Thompson & Braaten, 2008)–, all these can be consideredas internationally accepted goals for science education...
From the end of the last century, educational organizations have been asking for amethodological change at school, from a work about “contents” towards the developmentof “competencies”. These demands have come with some processes of curricular reform(Yore & Treagust, 2006) and the start of an international assessment of students’ scientificcompetencies (OECD, 2001). In addition, both in a national and international context,there is a concern about the decreasing interest of students towards scientific subjects–which affects the choice of university studies– (OECD, 2006). This fact is attributedto a combined effect of the understanding of these subjects, the emotions they cause andthe students’ self-efficacy (Wang & Degol, 2017). Therefore, promoting the students’ scientificliteracy (Banet, 2010), involving them in characteristic epistemic practices (Kelly,McDonald & Wickman, 2012) and giving them autonomy to carry out small investigations–inquiry, which includes formulation of hypotheses, control of variables, use of models,argumentation… (Windschitl, Thompson & Braaten, 2008)–, all these can be consideredas internationally accepted goals for science education...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de las Ciencias Experimentales, leída el 16-06-2017