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This paper presents an evaluation of the design and implementation of a course for inservice science teachers, which was undertaken in Seville (1988, Spain) by requirement of the Ministry of Education and based on a didactic model named “Research at School”. The research was designed to evaluate and test the validity of this activity as a strategy to inform teacher educators, and also to encourage their professional development. 相似文献
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We present the theoretical framework, the central issues, bibliographic antecedents, and most relevant results of three studies concerning Spanish teachers' epistemological and scientific conceptions. The samples analysed present a majority tendency towards an absolutist view of knowledge and an empiricist conception of science. In our view, this represents a real obstacle to constructive and active professional development. Finally, we argue the need for an epistemological education of teachers that is closely linked to the design and development of the school curriculum, and that does not reproduce the traditional academicist-type models. 相似文献
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Science & Education - We argue that teleological thinking plays a central role in biology and, more specifically, in theory of natural selection, and, therefore, the didactic goal cannot be its... 相似文献
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Rafael Porlán Ariza 《International Journal of Science Education》2013,35(10):1223-1245
We compare the content that was expected with what actually was put into practice in a course of ongoing education of secondary education (12–16 year olds) science teachers, and describe the most relevant problems that arose. We believe that the educational content — its nature, how it is organized and presented to the teacher participants, and so on — has a major influence on the relationships that are established between ‘theory’ and ‘practice’. It is from this perspective that the results are analysed. The data come from statements made by those involved — the director and the coordinator of the course and the teacher participants — obtained in interviews and written documents. The inference drawn from the analysis of the results is that, in the educational strategy that was being studied, practice is not conceived of as a genuine scenario of production of meanings, but only as a field of application of the theories of the disciplines being taught. This has a decisive influence on the development of the course and on the degree of professional evolution of the participants. 相似文献
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There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model (and of other meta-theoretical ideas). In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family. 相似文献
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