Inquiry-Based Science Education: Analysis of Didactic Conceptions of Primary School Teachers in Costa Rica Based on a Complexity Model
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| المؤلفون: | , |
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| التنسيق: | artículo original |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2019 |
| الوصف: | 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. |
| البلد: | Portal de Revistas UCR |
| المؤسسة: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| اللغة: | Español |
| OAI Identifier: | oai:archivo.portal.ucr.ac.cr:article/32427 |
| الوصول للمادة أونلاين: | https://archivo.revistas.ucr.ac.cr/index.php/educacion/article/view/32427 |
| كلمة مفتاحية: | Research Conceptions Thought Primary School Teachers Investigación Concepciones Pensamiento Docentes de escuela primaria |