Revisión sistemática sobre la argumentación en la formación del profesorado de ciencias en activo
DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i3.3603Información
Autores/as
- Alejandra Martinez Morales (CO) Facultad de Educaci´ón, Universidad Antonio Nariño https://orcid.org/0000-0002-1601-8374
- Jhon Jairo Briceño Martinez (CO) Escuela de Educación. Facultad de Ciencias Humanas, Universidad Industrial de Santander https://orcid.org/0000-0002-2285-8396
Resumen
La argumentación ha sido un tema central en la enseñanza de las ciencias, desarrollándose a partir de diversos enfoques que deben analizarse a la luz de las publicaciones de la última década. Este estudio identificó 24 revisiones publicadas hasta 2023, constatando que ninguna aborda de forma exhaustiva a los profesores en activo. Posteriormente, se realizó una revisión sistemática PRISMA, sobre la argumentación en docentes de ciencias en activo de preescolar, primaria, secundaria y universitario. La búsqueda abarcó el periodo 2010-2023 en bases como Web of Science, Scopus, Springer, EBSCO, ERIC, JSTOR, Taylor & Francis, Dialnet, SciELO y Redalyc. Se analizaron 55 estudios empíricos. En general, las intervenciones educativas reportan como resultado favorable la elaboración de argumentos mejorados por parte de quienes participan en estas estrategias formativas; no obstante, son pocos los estudios que exploran su impacto en los resultados de aprendizaje del estudiantado. También se observa escasa atención a los obstáculos que enfrentan los docentes para aprender a argumentar; parecería más relevante reportar los cambios logrados que detenerse a reflexionar sobre las dificultades. Asimismo, hay una limitada presencia de investigaciones centradas en el profesorado universitario y de educación infantil. Los enfoques más empleados incluyen la Argumentación Basada en la Investigación y la Heurística de Redacción Científica (ABI-SWH), seguidos por el Conocimiento Pedagógico del Contenido de la Argumentación (PCK-A), todos ellos basados en variaciones del Modelo Argumentativo de Toulmin (TAP). La Perspectiva Dialógica (PD) se destaca como una estrategia que fomenta la participación y representa una línea de investigación prometedora.
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