Obstáculos y dificultades en la evolución de las estructuras conceptuales y espitemológicas de los futuros maestros: un estudio de casos sobre el fenomeno de las estaciones
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Obstacles and difficulties in the evolution of conceptual and epistemological structures of future teachers: A case study about the phenomenon of seasons
SourceDissertation Abstracts International, Volume: 64-09, Section: A, page: 3253.
We present a study of cases with future primary staff members about the phenomenon of the stations. It deals about an analysis of the training knowledge mentioned above, and the final intention is to know which are the initial explication models that are used, how they develop them and most important the obstacles that oppose to this development. It has been made from a methodological focus of qualitative and interpretative type. It has been carried out along a longitudinal study with six groups in their natural teaching environment using questionnaires, the group tiles and personal reports of the subjects as implements to get information. The didactic context in which the whole investigation will take place is the development of subject in the formation of science teachers. The analysis of the final results have made it possible to detect three initial explication models and the obstacles that have been found that obstruct the evolution of the explication methods above mentioned. They are related with the beliefs and with the ontological implicit principles of the studied subjects. Some difficulties have also been detected with the use of mental images in the space and the projection of the view on a plane. Related together in the Mathematical field, arithmetic and geometric problems appear. Another inconvenience is associated to the traditional tendency and with the facts acknowledges that have to be explained. We think, in general terms, that the methodological design used is a new focus in the study of the S-T-L system and of the seasonal phenomenon particularly. We therefore think that it opens new possibilities that will allow the realization of further projects in classrooms, assuming the social dimensions of learning and contemplating this one from the scholar epistemology.