¿Qué piensan los profesores de química en ejercicio acerca de la resolución de problemas científicos escolares y sobre las competencias de pensamiento científico?

Translated title of the contribution: What do chemistry teachers think about school scientific problem solving and scientific thinking competences?

Mario Quintanilla, Carol Joglar, Alberto Labarrere, Cristian Merino, Luigi Cuellar, Ismo Koponen

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This work derives from the theoretical and methodological orientations of a research program initiated in 2007 (FONDECYT 1070795, 1095149 and 1110598) whose purpose has been to identify and characterize the notions of science teachers and future teachers of school scientific problem solving and scientific thinking skills, as well as, the best strategy in which science education should be addressed in the school chemistry teaching. First-order results clearly indicated that their notions of scientific thinking skills and problem solving are fragmented, simple, minimally processed and even contradictory. The possible explanation for these results, we believe, is linked to a traditional representation of science and scientific knowledge products, and a simple and dogmatic instrumental image of teaching and learning chemistry.

Translated title of the contributionWhat do chemistry teachers think about school scientific problem solving and scientific thinking competences?
Original languageSpanish
Pages (from-to)265-284
Number of pages20
JournalEstudios Pedagogicos
Volume40
Issue number2
StatePublished - 2014
Externally publishedYes

Fingerprint

Dive into the research topics of 'What do chemistry teachers think about school scientific problem solving and scientific thinking competences?'. Together they form a unique fingerprint.

Cite this