Conceptual and methodological bases of a training proposal supported by ICT for preservice chemistry teachers
DOI:
https://doi.org/10.22600/1518-8795.ienci2023v28n1p23Keywords:
teacher training, digital skills, professional development community, educational design research, Chemistry teachingAbstract
The development of digital skills by teachers at all educational levels is a pressing need. The objective of this research was to analyze the scope of a didactic proposal for teacher training in ICT, developed through the creation of a professional development community for chemistry teachers (CODEP) in initial training (IF) managed through iterative cycles from the perspective of educational design research (EDI). The research was developed with a group of 12 students in their last semester of undergraduate chemistry degree. During the iterative cycles, under the methodological guidelines of the IDE, instruments such as standardized questionnaires and interviews were applied, and documents generated by the participants for the follow-up of their learning were analyzed. The analysis is carried out through a methodological triangulation, identifying the initial conditions of the participating teachers and their evolution during the intervention. Finally, it is found that the iterative cycles and the activities that compose the didactic unit provide didactic, methodological and technological tools to improve the didactic design strategies and the incorporation of ICT in proposals for the teaching of chemistry at the secondary school level.References
Abella-Peña, L. (2019). La inclusión de recursos digitales para la enseñanza de la Química. Qué se ha hecho y qué falta por hacer - Un estado del arte. In M. Quintanilla & M. Vauras (Eds.), Inclusión Digital y Enseñanza de las Ciencias Aprendizaje de competencias del futuro para promover el desarrollo del Pensamiento Científico (pp. 147–167). Bellaterra, Sociedad Chilena de Didáctica, Historia y Filosofía de las Ciencias.
Abella-Peña, L., & García-Martínez, Á. (2022). Comunidad de desarrollo profesional de profesores en formación inicial para la incorporación didáctica de tecnologías de la información y las comunicaciones?: una experiencia desde la investigación de diseño educativo. Papeles, 14(28), 64–87. https://doi.org/doi.org/10.54104/papeles.v14n28.1305
Arévalo, D., & Padilla, C. (2016). Medición de la Confiabilidad del Aprendizaje del Programa RStudio Mediante Alfa de Cronbach Measurement reliability RStudio Learning Program using Cronbach ’ s alpha. Revista Politécnica, 37(1), 68–68.
Aristizabal Fuquene, A., & García-Martínez, Á. (2020). La formación inicial de docentes a partir de su interacción en una Comunidad de Desarrollo Profesional. In A. Molina (Ed.), Investigación y formación de profesores de ciencias: diálogos de perspectivas latinoamericanas (pp. 273–300). Universidad Distrital “Francisco José de Caldas”, Bogotá, Colombia.
Bardin, L. (2002). Análisis de Contenido. Madrid, España: Ediciones Akal.
Cejas León, R. (2018). La formación en TIC del profesorado y su transferencia a la función docente Tendiendo puentes entre tecnología, pedagogía y contenido disciplinar. (Tesis Doctoral). Universitat Autònoma de Barcelona. https://www.tdx.cat/handle/10803/525864
Cejas-León, R., & Navío-Gámez, A. (2020). Sobre la formación tecnopedagógica del profesorado. La visión de los expertos y formadores. Revista Iberoamericana de Educación Superior, XI, 150–164. https://doi.org/10.22201/iisue.20072872e.2020.31.711
Christensen, R., & Knezek, G. (2017). Validating the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21). Journal of Digital Learning in Teacher Education, 33(1), 20–31. https://doi.org/10.1080/21532974.2016.1242391
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. London, England: Routledge.
Coller, X. (2005). Estudio de casos. Cuadernos metodológicos, 30. Centro de Investigaciones Sociológicas. Madrid, España.
Cortina, J. M. (1993). What Is Coefficient Alpha? An Examination of Theory and Applications. Journal of Applied Psychology, 78(1), 98–104. https://doi.org/10.1037/0021-9010.78.1.98
Daza Pérez, E. P., Gras-Marti, A., Gras-Velázquez, À., Guevara, N. G., Togasi, A. G., Joyce, A., Mora-Torres, E., Pedraza, Y., Ripoll, E., & Santos, J. (2009). Experiencias de enseñanza de la química con el apoyo de las TIC. Educación Química, 20(3), 320–329. https://doi.org/10.1016/S0187-893X(18)30032-6
Eppler, M. J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. Information Visualization, 5(3), 202–210. https://doi.org/10.1057/palgrave.ivs.9500131
García-Martínez, Á. (2009). La formación de profesores de ciencias a través de su interacción en Comunidades de Desarrollo Profesional. Tecné, Episteme y Didaxis: TED, Extraordinario, 77–83.
García-Martínez, Á. (2013). La Práctica Docente De Profesores En Formación a Través De Su Interacción en Comunidades de Desarrollo Profesional. IX Congreso Internacional Sobre Investigación en Didáctica de Las Ciencias, Girona, España. 1714–1720.
García-Martínez, Á., Hernández Barbosa, R., Abella, S., Valbuena Rojas, A., Gonzaléz, B. C., Prieto, D. A., Muñoz, L. M., & Gómez, D. A. (2018). La formación de profesores de Ciencias a través del diseño curricular mediado por las TIC. Universidad Distrital “Francisco José de Caldas”, Bogotá, Colombia.
García-Martínez, Á., Hernández Barbosa, R., & Abella-Peña, L. (2018). Diseño del trabajo de aula: un proceso fundamental hacia la profesionalización de la acción docente. Revista Científica, 3(33), 316–331. https://doi.org/10.14483/23448350.12623
Giordan, M., & Gois, J. (2009). Entornos virtuales de aprendizaje en química: una revisión de la literatura. Educación Química, 20(3), 301–313. https://doi.org/10.1016/S0187-893X(18)30030-2
Gómez Crespo, M. A., Cañas Cortazar, A. M., Gutiérrez Julián, M. S., & Martín-Díaz, M. J. (2014). Ordenadores en el aula: ¿estamos preparados los profesores? Enseñanza de Las Ciencias, 32(2), 239–250. https://doi.org/10.5565/rev/ensciencias.939
Gupta-Bhowon, M., Jhaumeer-Laulloo, S., Li Kam Wah, H., & Ramasami, P. (2009). Chemistry Education in the ICT Age (M. Gupta-Bhowon, S. Jhaumeer-Laulloo, H. Li Kam Wah, y P. Ramasami, Eds.). Netherlands: Springer. https://doi.org/10.1007/978-1-4020-9732-4
Izquierdo Aymerich, M., García-Martínez, Á., Quintanilla, M., & Adúriz-Bravo, A. (2016). Historia, filosofía y didáctica de las ciencias: aportes para la formación del profesorado de ciencias. Bogotá, Colombia.
Jimoyiannis, A. (2009). Factors Determining Teachers ’ Beliefs and Perceptions of ICT in Education. Encyclopedia of Information Communication Technology, September, 321–323. https://doi.org/10.4018/978-1-59904-845-1.ch043
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2018). Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited. In The SAGE Handbook of qualitative research (5th ed., pp. 213–263). Sage Publications Inc.
Martínez-Argüello, L. D., Hinojo-Lucena, F. J., & Díaz, I. A. (2018). Aplicación de las Tecnologías de la Información y la Comunicación (TIC) en los Procesos de Enseñanza- Aprendizaje por parte de los Profesores de Química. Información Tecnológica, 29(2), 41–52. https://doi.org/10.4067/s0718-07642018000200041
McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs. Instructional Science, 43(2), 181–202. https://doi.org/10.1007/s11251-014-9337-2
McKenney, S., & Reeves, T. C. (2014). Educational design research. In J. M. Spector, M. D. Merrill, J. Elen, y M. J. Bishop (Eds.), Handbook of research on educational communications and technology: Fourth edition (pp. 131–140). New York, United States of America: Springer.
Pietzner, V. (2014). Computer-based learning in chemistry classes. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 297–311. https://doi.org/10.12973/eurasia.2014.1084a
Sacristán, J. G. (2012). Tecnología y educación. ¿qué hay de nuevo? In G. Hoyos Vasquez (Ed.), Filosofía de le educación (pp. 129–156). Editorial Trotta.
Saldaña, J. (2016). The coding manual for Qualitative Researchers (5th ed.). Sage Publications Inc.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Simon, S., & Campbell, S. (2012). Teacher Learning and Professional Development in Science Education. In B. J. Fraser, K. Tobin, y C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 307–321). Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-1-4020-9041-7_22
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009
van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational Design Research. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research. New York, United States of America: Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Leonardo Enrique Abella Peña
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International 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.
