Análisis de la incorporación de las tecnologías en el aula de ciencias : implicaciones para la formación docente.

The incorporation of technology in science education poses multiple challenges; one of them is how to support teachers to make sense and meaning to the use thereof. The formation processes and credentials may well be enriched to consider and recognize what routinely happens in the science classroom with the use of technological tools. Here, we present the analysis of an activity that involves the use of technologies, from educational materials distributed by the Secretariat of Public Education (SEP) of Mexico. The activity was implemented by a biology professor -installed conceptually in constructivism and analyzed based on descriptive indicators divided into three areas of study (epistemological, learning and technology) and from different theoretical perspectives in the classroom. The results show an activity centered on an empiricist view of science, in promoting learning mechanistic and technical use of technology. The findings are discussed in terms of implications for thinking about much more located in teacher training and refresher design.

• Autores: Blancas Hernández, José Luis; Rodríguez Pineda, Diana Patricia
• Tipo de recurso: Article of journal
• Fecha de publicación: 2014
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: spa
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/4977
• Acceso en línea: https://revistas.pedagogica.edu.co/index.php/NYN/article/view/3122; http://hdl.handle.net/20.500.12209/4977
• Palabra clave: Actividades con tecnología; Práctica docente; Concepciones; Innovación educativa; Formación docente; Activities with technology; Teaching practice; Conceptions; Educational innovation
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc/4.0