Inquiry-Based Science Education: Analysis of Didactic Conceptions of Primary School Teachers in Costa Rica Based on a Complexity Model

 

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Autorzy: Retana-Alvarado, Diego Armando, Vázquez-Bernal, Bartolomé
Format: artículo original
Status:Versión publicada
Data wydania:2019
Opis:This article analyzes didactic conceptions of primary school teachers regarding inquiry and establishes evolutionary complexity profiles according to three dimensions which comprise the technical, practical and critical complexity hypothesis. The perspective of four advisors and twelve teachers was analyzed through narratives based on an emerging narrative design (prepared by the advisors) and an open questionnaire (answered by the teachers). The results suggest a transmissive didactic model baseline for four of the teachers, a traditional didactic model and eight of the teachers in three intermediate levels with constructivist conceptions closer to an alternative model. However, none of the teachers were close to proposed complexity model baseline. The transition from an intermediary level to a reference level can be supported by initial and continuous teacher education.
Kraj:Portal de Revistas UCR
Instytucja:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Język:Español
OAI Identifier:oai:portal.ucr.ac.cr:article/32427
Dostęp online:https://revistas.ucr.ac.cr/index.php/educacion/article/view/32427
Access Level:acceso abierto
Słowo kluczowe:Research
Conceptions
Thought
Primary School Teachers
Investigación
Concepciones
Pensamiento
Docentes de escuela primaria