Construction of the psychological meaning of the concept of science by university groups of Pedagogy
保存先:
| 著者: | , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2018 |
| その他の書誌記述: | The objective of the study was to analyze and describe the psychological meanings of a group of university students of Pedagogy Elementary Education about the concept of science. This is important to understand because the constructs that future teachers will develop will characterize the events that will happen in the classroom. The sample, intentional non-probabilistic, was composed of 169 students; Of these, 85 belonged to the Pedagogy in Elementary Education, and 84 to the Pedagogy in Elementary Education, mention of Language, Mathematics, Social Sciences and Natural Sciences of the Universidad Católica del Maule, Chile. The work technique used in this mixed type research was the Natural Semantic Networks (Valdez, 2005). Tool that seeks to identify the influence of culture in the psychological construction of identities. The results reveal that the student has common meanings around science. There is a strong tendency to symbolize it with ideas linked to knowledge of a conceptual nature, research from the perspective of the scientific method and scientific research fundamentally circumscribed to the work carried out in the traditional science laboratory. Finally, meanings linked to a more historical, problematizing and humanizing science are absent in the conceptual nodes that have arisen. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/33550 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/aie/article/view/33550 |
| キーワード: | psicología ciencia docentes enseñanza superior psychology science teachers higher education |