Representaciones emergentes en el discurso docente desde la historia de la química en la enseñanza
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Date
2023
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Abstract
En este artículo se presenta el análisis interpretativocomprensivo de las reflexiones profesionales docentesen la enseñanza de la química, en el marco deldesarrollo profesional, con el objetivo de identificary caracterizar cómo, a partir de un proceso reflexivo,intencionado y permanente sobre la química escolarsustentado en la Historia de la Química, es posiblecontribuir a la formación metateórica del profesoradoy al mejoramiento de la práctica profesional en aula.El diseño de investigación es de tipo descriptivoflexible y se ejecutó con una profesora de químicaen ejercicio de la ciudad de Concepción (Chile).Los resultados dejan en evidencia un paulatino ysistemático tránsito teórico hacia nuevas miradasde la comprensión sobre la química escolar, a partirde la problematización colectiva en torno a nuevasconceptualizaciones sobre la Historia de la Químicay la Naturaleza de la ciencia, así como su inclusiónen la enseñanza secundaria como instrumento yestrategia de su discurso profesional, resignificandola dimensión epistemológica de dicho discurso en lasrepresentaciones teóricas docentes.
This article presents an interpretative-comprehensiveanalysis of the professional reflections of practicingchemistry teachers, within the framework of their ownprofessional development, with the aim of identifyingand characterizing how, from a reflective, intentional,and permanent process on school chemistry,based on the History of Chemistry, it is possible tocontribute to the metatheoretical training of teachersand to the improvement of professional practicein classroom. The research design is of a flexibledescriptive type and was carried out with teachers inthe city of Concepción (Chile). The results show thegradual and progressive consolidation of a new wayof understanding and disseminating school chemistry,based on new conceptualisations of the relationshipbetween the history and nature of science, and itsinclusion in the secondary school chemistry class asa guiding device for their professional discourse andthe resignification of the epistemological dimensionof this discourse in the theoretical representations ofthe teachers.
This article presents an interpretative-comprehensiveanalysis of the professional reflections of practicingchemistry teachers, within the framework of their ownprofessional development, with the aim of identifyingand characterizing how, from a reflective, intentional,and permanent process on school chemistry,based on the History of Chemistry, it is possible tocontribute to the metatheoretical training of teachersand to the improvement of professional practicein classroom. The research design is of a flexibledescriptive type and was carried out with teachers inthe city of Concepción (Chile). The results show thegradual and progressive consolidation of a new wayof understanding and disseminating school chemistry,based on new conceptualisations of the relationshipbetween the history and nature of science, and itsinclusion in the secondary school chemistry class asa guiding device for their professional discourse andthe resignification of the epistemological dimensionof this discourse in the theoretical representations ofthe teachers.
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Keywords
Historia de la ciencia, Perfil temático de reflexión, Esquema conceptual del profesor, History of science, Reflexive thematic profile, Teacher conceptual framework