EPISTEMOLOGÍAS INTUITIVAS EN PROFESORES UNIVERSITARIOS DE CIENCIAS NATURALES Y SOCIALES
DOI:
https://doi.org/10.22600/1518-8795.ienci2024v29n2p131Palavras-chave:
Enseñanza-aprendizaje, Docentes universitarios, Epistemologías intuitivas, Cognición, Ciencias naturales-ciencias socialesResumo
La investigación educativa ha destacado el papel mediador de las epistemologías intuitivas de los profesores en los procesos de enseñanza-aprendizaje de la ciencia. Sin embargo, la investigación sobre este tema es escasa, a pesar de su importancia para promover cambios en la enseñanza de las ciencias naturales y sociales. El presente estudio tiene como objetivo examinar las posiciones epistemológicas de los docentes en los campos de la ciencia y la filosofía, con el fin de determinar si las posiciones epistemológicas que sostienen varían en función del dominio de conocimientos. Para llevar a cabo esta investigación, utilizamos un instrumento que consta de dos partes: 1) ítems adaptados de cuestionarios existentes sobre epistemologías intuitivas, además de reactivos de elaboración propia, y 2) ítems del cuestionario Literature Epistemic Cognition Scale (LECS) adaptados para evaluar la cognición epistémica en el contexto de la filosofía. Los datos recopilados indican que las y los participantes en esta investigación mantienen una orientación epistemológica constante tanto en el dominio de la ciencia como en el de la filosofía.Referências
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