Análisis de las estrategias de apoyo elaboradas por futuros docentes de educación secundaria para guiar al alumnado en la indagación
Información
Autores/as
- Beatriz Crujeiras-Pérez (ES) Universidad de Santiago de Compostela
Resumen
El objetivo de este trabajo es examinar el diseño de estrategias de apoyo elaboradas por futuros docentes de educación secundaria para guiar al alumnado en la resolución de una actividad de indagación sobre enlace químico. Los participantes son 17 futuros docentes cursando la asignatura de didáctica de la física y la química del máster de formación de profesorado. Para ello se analizan las producciones escritas de los participantes en términos de adecuación de la información proporcionada a los estudiantes en el guión de la tarea y de las estrategias utilizadas para guiarlos en la indagación. Los resultados principales indican una tendencia general a guiar a los estudiantes en la utilización del contenido científico más que en la indagación.
Palabras clave: Andamiaje; Indagación; Formación Inicial; Profesorado Secundaria
Analysis of the scaffolding strategies developed by pre-service secondary teachers to guide students in inquiry practices
The goal of this study is to examine the teaching strategies developed by pre-service secondary teachers in order to guide students in solving an inquiry-based task about chemical bonding. The participants are 17 pre-service teachers attending a Physics and Chemistry Education course making part of the Master’s Degree in Teacher Training. To do so, participants’ written products are analysed in terms of the adequacy of the information provided in the handout of the task and of the strategies used to scaffold them in the inquiry process. The preliminary results point to a general tendency to guide students in the use of content knowledge rather than in inquiry.
Keywords: Sscaffolding; Inquiry; Initial teacher-training, secondary teachers.
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