Elementos de esquemas sobre la enseñanza de conceptos científicos de docentes en formación

  1. Gloria Cardona Castaño 1
  2. María Maite Andrés 2
  3. Jesús Á. Meneses Villagrá 3
  1. 1 Universidad de Antioquia
    info

    Universidad de Antioquia

    Medellín, Colombia

    ROR https://ror.org/03bp5hc83

  2. 2 Universidad Pedagógica Experimental Libertador
    info

    Universidad Pedagógica Experimental Libertador

    Rubio, Venezuela

    ROR https://ror.org/05xc4qj60

  3. 3 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

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Journal:
Revista de investigación

ISSN: 0798-0329

Year of publication: 2016

Volume: 40

Issue: 88

Pages: 105-127

Type: Article

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Abstract

This article is a synthesis of a study performed in a group of teachers in initial training, taking into consideration their conceptualization with respect to the teaching of scientific concepts explored in terms of possible scheme elements: anticipations, operational invariants- concepts in action and theorems in action- and inferences. Data analysis and interpretation was conducted under the Theory of Conceptual Fields by Gérard Vergnaud, based on a survey, concept maps and record of their personal experiences: class journals, interviews, class transcripts and lesson plans in which they try to visualize the structures of their didactic systems. In general we found remarkable differences between the knowledge that teachers in training declare and the knowledge these teachers really activated in the classroom.

Data source: Dialnet