Epistemological conceptions and pedagogical visions on the teaching and learning of sciences: the case of professors from Brazil and Venezuela

Authors

  • Ivana Elena Camejo Aviles Universidad Estadual de Campinas, Educational Technology Lab - Instituto de Biología. Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas, Venezuela. http://orcid.org/0000-0002-4139-9156
  • Eduardo Galembeck Universidade Estadual de Campinas-Unicamp. Departamento de Bioquímica

DOI:

https://doi.org/10.22600/1518-8795.ienci2019v24n2p256

Keywords:

Science teacher, Epistemological conceptions, Pedagogical visions

Abstract

At present, there is no consensus on the possible implications that the epistemological and pedagogical conceptions of science teachers could have on the construction of scientific knowledge in the school. In this study, they explore, describe and tentatively relate the epistemological conceptions of the NdC and the pedagogical views on the teaching and learning of a heterogeneous group of professors, in order to establish their possible applications or implications according to the scenarios and consensus. Current scientific literacy. From statistical analysis and methodological triangulation, it is possible to ensure that sufficient evidence was not gathered to establish that these conceptions influence the constitution of pedagogical views on teaching and learning.

Author Biographies

  • Ivana Elena Camejo Aviles, Universidad Estadual de Campinas, Educational Technology Lab - Instituto de Biología. Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas, Venezuela.
    Profesora de Biología Categoría Agregado adscrita a la Cátedra de Fisiología y Ciencias de la Salud, Departamento de Biología y Química del Instituto Pedagógico de Caracas, Venezuela. Magíster en Educación mención Enseñanza de la Biología. Doutoranda do Programa de Pós-Graduação Multiunidades em Ensino de Ciências e Matemática, Universidad Estadual de Campinas, SP-Brasil.
  • Eduardo Galembeck, Universidade Estadual de Campinas-Unicamp. Departamento de Bioquímica
    Graduated in Bachelor of Biological Sciences at the Universidade Estadual Paulista Julio de Mesquita Filho (1993), Master of Functional and Molecular Biology from the State University of Campinas (1996), doctorate in Functional and Molecular Biology from the State University of Campinas (1999), post doctorate at the University of Pennsylvania - USA (2002) and Purdue University - USA (2012/2013). He is currently a professor at the State University of Campinas, packed in Biochemistry Department of Biology Institute. He is co-editor of Biochemistry Teaching Magazine (www.bioquimica.org.br), Digital Library editor of Sciences (www.bdc.ib.unicamp.br) and Chemistry New Interactive (http: //qnint.sbq .org.br /). He is a member of the editorial board of Biochemistry and Molecular Biology Education, and the Pan-American Association of the education committee of Biochemistry and Molecular Biology (PABMB). He has experience in biochemistry with emphasis on Biochemistry Teaching, acting on the following topics: educational software, biochemistry teaching, distance learning, bioinformatics and biology teaching.

References

Barberá, O., & Valdés, P. (1996). El trabajo práctico en la enseñanza de las ciencias: una revisión. Enseñanza de las Ciencias, 14(3), 365-379. Recuperado de https://www.researchgate.net/publication/39077198_El_trabajo_practico_en_la_ensenanza_de_las_ciencias_una_revision

Diez, D. (2010). Aprendizaje significativo crítico del concepto de gen en estudiantes de la carrera docente de Biología de la UPEL-IPC de Venezuela. (Tesis de Doctorado). Universidad de Burgos, España.

Camejo, I., & Diez, D. (2014). Aprendizaje Significativo Crítico de contenidos de educación para la salud en estudiantes de Biologia de la Universidad Pedagógica Experimental Libertador (UPEL), Instituto Pedagógico de Caracas (IPC), Venezuela. Investigações em Ensino de Ciências. 19(3), 593-610. Recuperado de: https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/75/50

Camejo, I., & Galembeck, E. (2017). Laboratorio constructivista y remoto: secuencia didáctica potencialmente significativa para la formación continuada del profesor de ciencias en Latinoamérica. Enseñanza de las ciências, (n. extra), 2485-2490. Recuperado de https://ddd.uab.cat/pub/edlc/edlc_a2017nEXTRA/189._laboratorio_constructivista_y_remoto.pdf

Flores, J., Caballero, M. C., & Moreira, M. A. (2009). El laboratorio en la enseñanza de las ciencias: Una visión integral en este complejo ambiente de aprendizaje. Revista de Investigación, 33(68), 75-111. Recuperado de http://www.redalyc.org/articulo.oa?id=376140383004

Flores, J., Caballero, M. C., & Moreira, M. A. (2014). Los mapas conceptuales como instrumentos evaluativos del nivel de construcción integrativa de significados en el laboratorio de bioquímica bajo un enfoque constructivista. Investigações em Ensino de Ciências,19(3), 611-624. Recuperado de https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/76/51

Flores, F., Gallegos, L., Bonilla, X., López, L & García, B. (2007). Concepciones sobre la naturaleza de la ciencia de los profesores de Biología del nivel secundario, Revista Mexicana de Investigación Educativa,12(32), 359–380. Recuperado de https://www.redalyc.org/articulo.oa?id=14003217

Hodson, D. (1994). Hacia un enfoque más crítico del trabajo de laboratorio. Enseñanza de las Ciencias, 12 (3), 299-313. Recuperado de https://www.raco.cat/index.php/Ensenanza/article/view/21370/93326

Moreira, M. A. (2005). Mapas conceptuales y aprendizaje significativo. Revista Chilena de Educación en Ciencias, 4(2), 38-44. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=1993988

Moreira, M. A. (2011). Metodología de pesquisa em ensino. São Paulo, SP: Livraria da física

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition. Recuperado de http://cmap.ihmc.us/docs/theory-of-concept-maps

Ravanal, E. (2009). Racionalidades epistemológicas y didácticas del profesorado de biología en activo sobre la enseñanza y aprendizaje del metabolismo: Aportes para el debate de una “nueva clase de ciencias”. (Tesis de Doctorado). Universidad Academia de Humanismo Cristiano. Santiago de Chile.

Ravanal, M., Quintanilla, E., & Labarrere, M. (2012). Concepciones epistemológicas del profesorado de biología en ejercicio sobre la enseñanza de la biología. Ciência & Educação (Bauru), 18(4), 875-895. Recuperado de http://www.redalyc.org/articulo.oa?id=251025250009

Sanmartí, N. (1997). Enseñar y aprender Ciencias: algunas reflexiones. Recuperado de http://www.pedagogiapucv.cl/wp-content/uploads/2017/07/Ense%C3%B1anza-de-las-Ciencias-Neus-Sanmart%C3%AD.pdf

Downloads

Published

2019-08-28

Issue

Vol. 24 No. 2 (2019): Agosto de 2019

Section

Artigos

License

IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct  links with the complete texts of the published articles.

The  author responsible for the submission  represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.

All the articles are published with a Creative Commons License Attribution Non-commercial  4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.

How to Cite

Camejo Aviles, I. E., & Galembeck, E. (2019). Epistemological conceptions and pedagogical visions on the teaching and learning of sciences: the case of professors from Brazil and Venezuela. Investigations in Science Education, 24(2), 256-270. https://doi.org/10.22600/1518-8795.ienci2019v24n2p256