Construcción reflexiva de enunciados epistemológicos en el laboratorio de bioquímica de la UPEL-IPC: Una experiencia exploratoria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Esta experiencia exploratoria permitió caracterizar el proceso de construcción reflexiva de enunciados epistemológicos sobre la ciencia de ocho docentes en formación del área de Química durante el desarrollo de cinco trabajos prácticos de laboratorio (TPL) de Bioquímica de la UPEL/IPC contextualizados disciplinariamente bajo un enfoque constructivista, usando el diagrama V por pares. Los enunciados epistemológicos de construcción propia se tomaron de la sección de filosofía de este diagrama en su versión final como informe de laboratorio, después de ser mejorados reflexivamente en las diferentes fases del laboratorio. El análisis de contenido reveló cuatro tipos de enunciados emergentes, los conceptos utilizados para su construcción y una cierta tendencia epistemológica general. La observación participante identificó dificultades en la experiencia exploratoria, permitiendo una reflexión docente continua con fines didácticos. La disposición reflexiva de los estudiantes se revela en los enunciados epistemológicos construidos. Los resultados fortalecerán esta línea de investigación.
This exploratory experience allowed to caharacterize the process of reflective construction of epistemological statements about science of eight teachers in training the Chemistry área during the development of five disciplined contextualized practical laboratory work (TPL) of Biochemistry of the UPEL/IPC under a constructivist approach using the V diagram by pair team. The self-made epistemological statements were taken from the philosophy section of this diagram in its final versión as a laboratory report, after being reflexively refined in the different phases of the laboratory. The content analysis revealed four types of emergent statements, the concepts used in this construction and a certain general epistemological tendency. The participant observation identified difficulties in the exploratory experience, allowing a continúes teaching reflection for didactic purpose. The reflective disposition of the students is revealed in the constructed epistemological statements. The results will strengthen this research line.
This exploratory experience allowed to caharacterize the process of reflective construction of epistemological statements about science of eight teachers in training the Chemistry área during the development of five disciplined contextualized practical laboratory work (TPL) of Biochemistry of the UPEL/IPC under a constructivist approach using the V diagram by pair team. The self-made epistemological statements were taken from the philosophy section of this diagram in its final versión as a laboratory report, after being reflexively refined in the different phases of the laboratory. The content analysis revealed four types of emergent statements, the concepts used in this construction and a certain general epistemological tendency. The participant observation identified difficulties in the exploratory experience, allowing a continúes teaching reflection for didactic purpose. The reflective disposition of the students is revealed in the constructed epistemological statements. The results will strengthen this research line.
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Vol. 4, No. 15