Browsing by Author "Ravanal Moreno, Eduardo"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Concepciones del profesorado de biología en ejercicio sobre el aprendizaje científico escolar
    (2012) Ravanal Moreno, Eduardo; Quintanilla Gatica, Mario R.
    The main objective of this research is to identify and characterize in service teachers' learning conceptions of school level biology, related to the Liker questionary. The results show epistemological trends in school science learning according to the analysis of cognitive maps developed for two biology teachers selected from a group of 117 subjects who participated in this research. It follows that the system of ideas and beliefs that define teachers' conceptions of learning biology, result in persistent ideas of change and sometimes contradict themselves, which led us to infer that learning, to them, is the appropriation of meanings rather than a complex individual or collective construction.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Experiencia de reflexión con un profesor de biología chileno acerca de su práctica de enseñanza
    (Universitat do Valencia, 2020) Ravanal Moreno, Eduardo; Oyarzún Rosaenda, Patricio; López-Cortés, Francisco; Cabello González, Valeria Magaly
    Las prácticas de enseñanza, por su naturaleza contextual y forma particular de implementarse, pueden favorecer o limitar los aprendizajes en el contexto escolar. En esa perspectiva, se diseña un estudio de caso que indaga en el contenido de la reflexión acerca de la práctica de enseñanza de un profesor de biología en servicio. Para ello, el profesor realiza una observación crítica de su práctica, comentando todas aquellas situaciones de enseñanza que le resultan preocupantes. Cada observación comentada fue profundizada a través de una entrevista focalizada. La información de las observaciones comentadas y entrevistas focalizadas fue analizada con el software Atlas-ti 8.0. De ahí emergieron preocupaciones docentes respecto a la enseñanza, consecuencias e implicancias para el aprendizaje de los estudiantes y dos dificultades de enseñanza en biología, que fueron: el uso de preguntas y la explicación docente. Se discuten los alcances de la reflexión como fuente generadora de conocimiento profesional.
  • Thumbnail Image
    Item
    TEACHERS' CONCEPTIONS OF LEARNING SCHOOL SCIENCE IN SERVICE BIOLOGY
    (UNIV AUTONOMA BARCELONA, 2012) Ravanal Moreno, Eduardo; Quintanilla Gatica, Mario
    The main objective of this research is to identify and characterize in service teachers' learning conceptions of school level biology, related to the Liker questionary. The results show epistemological trends in school science learning according to the analysis of cognitive maps developed for two biology teachers selected from a group of 117 subjects who participated in this research. It follows that the system of ideas and beliefs that define teachers' conceptions of learning biology, result in persistent ideas of change and sometimes contradict themselves, which led us to infer that learning, to them, is the appropriation of meanings rather than a complex individual or collective construction.
  • Thumbnail Image
    Item
    The reflective practice as a tool for making tacit knowledge explicit
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2021) Ravanal Moreno, Eduardo; Cabello González, Valeria Magaly; Lopez Cortes, Francisco; Amortegui Cedeno, Elias
    Reflective practice is an essential professional development tool that allows teachers to provide meaning to experiences teaching practice. Reflecting on teaching is also an opportunity to identify relevant situations for stimulating teachers' thinking and meta-analysis to broaden the understanding of their schemas and their explicit and tacit knowledge involved in the teaching practices they promote. Few studies discuss reflective practice linking tacit and explicit teaching knowledge. In this framework, a case study was designed based on an in-service biology teacher's teaching practice. The teacher observed one of his biology classes and identified areas of concern. He subsequently participated in two semi-structured interviews to reflect on the difficulties he recalled in his practice. A qualitative analysis was carried out linking the observation with the teacher's ideas about his teaching regarding action-belief-reflection. The trilogy allowed identifying (a.) temporality as a subjective variable in reflection determines the teacher's internalized position about a teaching action, (b.) the teacher transformed tacit knowledge into explicit knowledge through two forms of reflection: the formulation of questions and the explanations in the classroom. We discuss the role of reflective practice as a plausible alternative to achieve teacher awareness about the guiding rules of a pedagogical action.