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dc.creatorReyes Herrera, Lilia
dc.date1998-07-01
dc.date.accessioned2021-08-02T16:53:36Z
dc.date.available2021-08-02T16:53:36Z
dc.identifierhttps://revistas.pedagogica.edu.co/index.php/TED/article/view/5688
dc.identifier10.17227/ted.num4-5688
dc.identifier.urihttp://hdl.handle.net/20.500.12209/15695
dc.descriptionThe main purpose of this work was to explore a teacher referents for teaching andlearning biology while developing an ecology unit for six graders in a public school inBogotá. Why does the teacher teaches in that way? What are his or her referents forteaching? Following the ethnographic methodology proposed by Guba and Lincoln(1989) we identify that:* In this class, there were deep power imbalances in terms of control and authority thatmakes the teacher the main source of knowledge. The central vision was the authorityof teacher’s explanations and the control of the activities.* ln this context, biology was assimilated in general, as the search for truth. A need toprobe what the teacher said was evident.* There was a pervasive idea about the use of scientific method in biology with frequentexplanations by the teacher about the steps to followThese and other similar conceptions of this teacher were coherent with a positivistphilosophy and constituted a powerful referent for teacher and students work. If we wantan alternative in biology teaching, teachers must implement their own project to reflecton their own teaching and learning. As long as the teacher make explicit his or her ownprinciples he would be able to reflect and consider possibilities to change. ln this waycritical inquiry and reflection about his or her own actions promise the construction ofnew theoretical referents and new actions in the teaching and learning of biology.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad Pedagógica Nacionales-ES
dc.relationhttps://revistas.pedagogica.edu.co/index.php/TED/article/view/5688/4699
dc.rightsDerechos de autor 2017 TED: Tecné, Episteme y Didaxises-ES
dc.rightshttps://creativecommons.org/licenses/by-nc/4.0es-ES
dc.sourceTecné, Episteme y Didaxis: TED; Núm. 4 (1998)es-ES
dc.sourceTecné, Episteme y Didaxis: TED; No. 4 (1998)en-US
dc.sourceTecné, Episteme y Didaxis: TED; n. 4 (1998)pt-BR
dc.source2323-0126
dc.source2665-3184
dc.subjectEpistemologíaspa
dc.subjectdesarrollo socialspa
dc.subjectautonomíaspa
dc.subjectetnografíaspa
dc.subjectcreenciasspa
dc.subjectconocimientos.spa
dc.titleLA EPISTEMOLOGÍA DEL MAESTRO: UN PODEROSO REFERENTE EN LA ENSEÑANZA DE LA BIOLOGÍAspa
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeinvestigación,didáctica, ciencias, teconologías, matemáticases-ES


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  • TED: Tecné, Episteme y Didaxis [1413]
    Pone a discusión artículos originales de la comunidad de educadores e investigadores nacionales e internacionales en Educación en Ciencias Experimentales, Matemáticas y Tecnología, presentando los diversos avances en estos campos de conocimiento.

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