La indagación científica como enfoque pedagógico: Estudio sobre las prácticas innovadoras de docentes de ciencia en EM (Región de Valparaíso)

Translated title of the contribution: Approach to inquiry as orientation to science teaching: A study about innovative practices of science teachers in secondary education classrooms of the Region of Valparaiso, Chile

CORINA URSULA GONZALEZ WEIL, Mónica Cortéz, Paulina Bravo, Yasnina Ibaceta, Karen Cuevas, Paola Quiñones, Joyce Maturana, Alejandro Abarca

Research output: Contribution to journalArticlepeer-review

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Abstract

This research refers the results of a qualitative study which purpose was to describe and understand the teaching practices of six secondary science teachers who have transformed their teaching practice by applying an inquiry approach. The method used was Grounded Theory applied to the observation of 54 class hours (cr.). This research contributes with descriptive and comprehensive information about characteristics of the observed practices, as well as the conditions that allow them and their consequences. Finally, we discuss the implications that this study has on pre-service and in-service secondary science teacher education.

Translated title of the contributionApproach to inquiry as orientation to science teaching: A study about innovative practices of science teachers in secondary education classrooms of the Region of Valparaiso, Chile
Original languageSpanish
Pages (from-to)85-102
Number of pages18
JournalEstudios Pedagogicos
Volume38
Issue number2
DOIs
StatePublished - 1 Dec 2012

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