Articles
What conceptions of scientific knowledge have university science teachers? Design, validation and application of a dilemas questionnaire to assess implicit conceptions.
Published 2016-10-06
Keywords
- Conceptions,
- sciences,
- instrument
How to Cite
García, M. B., Sanz, M. M., & Vilanova, S. L. (2016). What conceptions of scientific knowledge have university science teachers? Design, validation and application of a dilemas questionnaire to assess implicit conceptions. Revista Docencia Universitaria, 17(1), 17–41. Retrieved from https://revistas.uis.edu.co/index.php/revistadocencia/article/view/6772
Abstract
The present work is the adaptation and validation of a dilemmas questionnaire designed to explore conceptions of scientific knowledge in university teachers. The instruments is a questioner, composed of ten dilemmas covering ontological and epistemological aspects of learning The results of the questionnaire validation showed
that the instrument is valid and reliable. The results of the application of the instrument suggest that of university teachers on scientific knowledge
approaches are similar in the ontological and epistemological aspect
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References
Abd-El-Khalic, F. y Lederman, N. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International, Journal of Science Education, 22, 665-701
Abd-El-Khalic, F. y Lederman, N. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International. Journal of Science Education 22, 665-701
Abell, S. y Lederman, N. (Eds.). (2007). Handbook of science education. Philadelphia: Erlbaum Acevedo, J. (1994).Los futuros profesores de enseñanza secundaria ante la sociología y la epistemología de las ciencias”, Revista Interuniversitaria de Formación del Profesorado, 19, 111-125
Acevedo, J. y Acevedo, P. (2002). Creencias sobre la naturaleza de la ciencia. Un estudio con titulados universitarios en formación inicial para ser profesores de Educación Secundaria, Revista Iberoamericana de Educación. Recuperado de http://www.rieoei.org/did_mat7.htm.
Aldridge, J., Taylor, P. y Chi Chen, Ch. (1997). Development, Validation and Use of the Belief about Science and School Science Questionnaire. Recuperado de. ttp://www.chem.arizona.edu/tpp/basssq.pdf
Apostolou, A. y Koulaidis, V. (2010). Epistemology and science education: A study of epistemological views of teachers. Research in Science & Technological Education, 28 (2), 149–166.
Bachelard, G. (2004). La Formación del Espíritu Científico. México: Siglo XXI. Barón, G., Padilla, J. y Guerra, Y. (2009). Obstáculos epistemológicos en la labor del docente neogranadino. Revista Educación y Desarrollo Social, (3) 2, 86-99
Buehl, M. y Alexander, P. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27, 415-449.
Bunge, M. (1985). Teoría y realidad Ed. Ariel S.A., Barcelona.
Conley, A., Pintrich, P., Vekiri, I., y Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186–204
Crawford, B. (2007). Learning to reach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44 (4), 613–642
Deniz, H. (2011). Examination of changes in prospective elementary teachers’ epistemological beliefs in science and exploration of factors meditating that change. Journal of Science Education and Technology, 20 (6), 750–760
Duell, O. y Schommer-Aikins, M. (2001) Measures of People’s Beliefs About Knowledge and Learning. Psychology Review,13, 419, doi:10.1023/A:1011969931594
Eberle, F. (2008). Teaching and coherent science: An investigation of teachers’ beliefs about and practice of teaching science coherently. School Science and Mathematics, 108 (3), 103–112
Eick, C, y Reed, C. (2002). What makes an enquiry oriented science teaching? The influence of learning histories on students. Teacher role identity and practice. Science Education, 86(3), 401-416
Elby, A., Frederiksen, J., Schwarz, C. y White, B. (2000) Epistemological Beliefs Assessment for Physical Science. Recuperado de www2.physics.umd.edu/~elby/EBAPS/home.
htm.
Evans, B. (2011). Content knowledge, attitudes, and self-efficacy in the mathematics. New York City Teaching Fellows (NYCTF) Program. School Science and Mathematics, 111 (5), 225–235
Fernández, I., Gil, D., Carrascosa, J., Cachapuz, A. y Praia, J. (2002). Visiones deformadas de la ciencia transmitidas por la enseñanza. Enseñanza de las Ciencias, 20 (3), 478-488
García, M., Mateos, M. y Vilanova, S. (2014). Cuestionario de dilemas para indagar concepciones sobre el aprendizaje en docentes universitarios. Revista Docencia Universitaria, 15, 103-120
Halloun, I y Hestenes, D. (1998) Interpreting VASS dimensión and profiles. Science & Education, 7(1), 3-24
Hofer, B. (2002). Personal epistemology research: Implications for learning and instruction. Educational Psychology Review, 13(4): 353-382
Hofer, B. (2004). Epistemological understanding as a metacognitive process: thinking aloud during online searching. Educational Psychologist, 39(1), 43-56
Hofer, B. y Pintrich, P. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140
Hofer, B. y Pintrich, P. (2002). Personal Epistemology. The psychology of belief about knowledge and knowing. Londres: LEA
Kaya, O., Yager, R., y Dogan, A. (2009). Changes in attitudes towards science–technology–society of preservice science teachers. Research in Science Education, 39(2), 257–279
Koulaidis, V. y Ogborn, J. (1995). Science Teachers’s Philosophical Assumptions: How well do we understand them? International Journal of Science Education, 17(3), 273-283
Lederman, N. y Abell, S. (Eds.) (2014). Handbook of research on science education (Vol. II). New York, NY: Routledge.
Lederman, N. y Bell, B. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 6, 497-521
Lederman, N. y O’Malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239
Mansour, N. (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25–48
Marrero, J. (1993) Las teorías implícitas del profesorado: vínculo entre la cultura y la práctica de la enseñanza, en Rodrigo, M.J., Rodríguez, A y Marrero, J. Las teorías implícitas: Una aproximación al conocimiento cotidiano. Madrid: Visor.
Mc Ginnis, S., Greber A. y Watanabe, T. (1997). Development on an instrument to measure teachers candidates’ attitudes and beliefs about the nature of and the teaching of mathematics and science. Annual meeting of the National association for Research in Science teaching, Illinois
Moore, T. (1975). Educational Theory. An Introduction. London: Routledge and Kegan
Mortimer, E. (2001). Perfil Conceptual: modos de pensar y formas de hablar en las aulas de ciencia. Infancia y Aprendizaje, 24(4)
Northcote, M. (2009). Educational beliefs of higher education teachers and students: implications for teacher education. Australian Journal of Teacher Education, 34(3), 69-81
Ost, D. (1971). An evaluation of an institute for teachers of secondary-school biology. American Biology Teacher, 33 (9), 546–548.
Pardo, R. y Calvo, F. (2002). Attitudes toward science among the european public: a methodological analysis. Public Understanding of Science, 11, 155–195
Pecharromán, I. y Pozo, J. (2006). ¿Qué es el conocimiento y cómo se adquiere? Epistemologías intuitivas en profesores y alumnos de secundaria. En J. Pozo; N. Scheuer; M. Pérez Echeverría; M. Mateos; E. Martín y M. de la Cruz (Eds.), en Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos, Barcelona: Graó, 243-288
Porlán Ariza, R.; Rivero García, A. y Martín del Pozo, R. (1998). Conocimiento profesional y epistemología de los profesores, II: estudios empíricos y conclusiones”. Enseñanza de las Ciencias, 16(2), 271-288
Porlán, R. (1994). Las concepciones epistemológicas de los profesores: el caso de los estudiantes del magisterio”, Investigación en la Escuela, 22, 67-84
Porlán, R., Rivero, A. y Martín del Pozo, R. (1997). Conocimiento profesional y epistemología de los profesores I: teoría, métodos e instrumentos.” Enseñanza de las Ciencias, 15(2): 155-171
Pozo, J. I.; Scheuer, N.; Mateos, M. y Pérez, M. P. (2006). “Las teorías implícitas sobre el aprendizaje y la enseñanza”, en J. I. Pozo et al. Nuevas formas de pensar la enseñanza y el aprendizaje (pp. 95–132), Barcelona: Graó
Redish, E., Saul, J. y Steinberg, R. (1998). Student Expectations in Introductory Physics, American Journal of Physics, 66, 3, 212-224
Ryan, S. (2004). Message in a model: teachers’ responses to a courtordered mandate for curriculum reform. Educational Policy, 18, 661–685.
Sanders, P., Stevenson, K., King, M. y Coates, D. (2002) University students’ expectations of teaching. Studies in Higher Education, 25, 309–323
Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry, Science Education, 89 (4), 634–656.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504
Schraw, G y Olafson, L. (2008). Assessing teachers’ epistemological and ontological worldviews en Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures, pp. 25–44, Amsterdam: Springer
Schraw, G. (2013). Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research. Hindawi Publishing Corporation ISRN Education, 1-19. Recuperado de:http://dx.doi.org/10.1155/2013/327680
Stipek, D., y Byler, P. (1997). Early childhood education teachers: do they practice what they preach? Childhood Research Quarterly, 12, 305–325
Abd-El-Khalic, F. y Lederman, N. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International. Journal of Science Education 22, 665-701
Abell, S. y Lederman, N. (Eds.). (2007). Handbook of science education. Philadelphia: Erlbaum Acevedo, J. (1994).Los futuros profesores de enseñanza secundaria ante la sociología y la epistemología de las ciencias”, Revista Interuniversitaria de Formación del Profesorado, 19, 111-125
Acevedo, J. y Acevedo, P. (2002). Creencias sobre la naturaleza de la ciencia. Un estudio con titulados universitarios en formación inicial para ser profesores de Educación Secundaria, Revista Iberoamericana de Educación. Recuperado de http://www.rieoei.org/did_mat7.htm.
Aldridge, J., Taylor, P. y Chi Chen, Ch. (1997). Development, Validation and Use of the Belief about Science and School Science Questionnaire. Recuperado de. ttp://www.chem.arizona.edu/tpp/basssq.pdf
Apostolou, A. y Koulaidis, V. (2010). Epistemology and science education: A study of epistemological views of teachers. Research in Science & Technological Education, 28 (2), 149–166.
Bachelard, G. (2004). La Formación del Espíritu Científico. México: Siglo XXI. Barón, G., Padilla, J. y Guerra, Y. (2009). Obstáculos epistemológicos en la labor del docente neogranadino. Revista Educación y Desarrollo Social, (3) 2, 86-99
Buehl, M. y Alexander, P. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27, 415-449.
Bunge, M. (1985). Teoría y realidad Ed. Ariel S.A., Barcelona.
Conley, A., Pintrich, P., Vekiri, I., y Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186–204
Crawford, B. (2007). Learning to reach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44 (4), 613–642
Deniz, H. (2011). Examination of changes in prospective elementary teachers’ epistemological beliefs in science and exploration of factors meditating that change. Journal of Science Education and Technology, 20 (6), 750–760
Duell, O. y Schommer-Aikins, M. (2001) Measures of People’s Beliefs About Knowledge and Learning. Psychology Review,13, 419, doi:10.1023/A:1011969931594
Eberle, F. (2008). Teaching and coherent science: An investigation of teachers’ beliefs about and practice of teaching science coherently. School Science and Mathematics, 108 (3), 103–112
Eick, C, y Reed, C. (2002). What makes an enquiry oriented science teaching? The influence of learning histories on students. Teacher role identity and practice. Science Education, 86(3), 401-416
Elby, A., Frederiksen, J., Schwarz, C. y White, B. (2000) Epistemological Beliefs Assessment for Physical Science. Recuperado de www2.physics.umd.edu/~elby/EBAPS/home.
htm.
Evans, B. (2011). Content knowledge, attitudes, and self-efficacy in the mathematics. New York City Teaching Fellows (NYCTF) Program. School Science and Mathematics, 111 (5), 225–235
Fernández, I., Gil, D., Carrascosa, J., Cachapuz, A. y Praia, J. (2002). Visiones deformadas de la ciencia transmitidas por la enseñanza. Enseñanza de las Ciencias, 20 (3), 478-488
García, M., Mateos, M. y Vilanova, S. (2014). Cuestionario de dilemas para indagar concepciones sobre el aprendizaje en docentes universitarios. Revista Docencia Universitaria, 15, 103-120
Halloun, I y Hestenes, D. (1998) Interpreting VASS dimensión and profiles. Science & Education, 7(1), 3-24
Hofer, B. (2002). Personal epistemology research: Implications for learning and instruction. Educational Psychology Review, 13(4): 353-382
Hofer, B. (2004). Epistemological understanding as a metacognitive process: thinking aloud during online searching. Educational Psychologist, 39(1), 43-56
Hofer, B. y Pintrich, P. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140
Hofer, B. y Pintrich, P. (2002). Personal Epistemology. The psychology of belief about knowledge and knowing. Londres: LEA
Kaya, O., Yager, R., y Dogan, A. (2009). Changes in attitudes towards science–technology–society of preservice science teachers. Research in Science Education, 39(2), 257–279
Koulaidis, V. y Ogborn, J. (1995). Science Teachers’s Philosophical Assumptions: How well do we understand them? International Journal of Science Education, 17(3), 273-283
Lederman, N. y Abell, S. (Eds.) (2014). Handbook of research on science education (Vol. II). New York, NY: Routledge.
Lederman, N. y Bell, B. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 6, 497-521
Lederman, N. y O’Malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239
Mansour, N. (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25–48
Marrero, J. (1993) Las teorías implícitas del profesorado: vínculo entre la cultura y la práctica de la enseñanza, en Rodrigo, M.J., Rodríguez, A y Marrero, J. Las teorías implícitas: Una aproximación al conocimiento cotidiano. Madrid: Visor.
Mc Ginnis, S., Greber A. y Watanabe, T. (1997). Development on an instrument to measure teachers candidates’ attitudes and beliefs about the nature of and the teaching of mathematics and science. Annual meeting of the National association for Research in Science teaching, Illinois
Moore, T. (1975). Educational Theory. An Introduction. London: Routledge and Kegan
Mortimer, E. (2001). Perfil Conceptual: modos de pensar y formas de hablar en las aulas de ciencia. Infancia y Aprendizaje, 24(4)
Northcote, M. (2009). Educational beliefs of higher education teachers and students: implications for teacher education. Australian Journal of Teacher Education, 34(3), 69-81
Ost, D. (1971). An evaluation of an institute for teachers of secondary-school biology. American Biology Teacher, 33 (9), 546–548.
Pardo, R. y Calvo, F. (2002). Attitudes toward science among the european public: a methodological analysis. Public Understanding of Science, 11, 155–195
Pecharromán, I. y Pozo, J. (2006). ¿Qué es el conocimiento y cómo se adquiere? Epistemologías intuitivas en profesores y alumnos de secundaria. En J. Pozo; N. Scheuer; M. Pérez Echeverría; M. Mateos; E. Martín y M. de la Cruz (Eds.), en Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos, Barcelona: Graó, 243-288
Porlán Ariza, R.; Rivero García, A. y Martín del Pozo, R. (1998). Conocimiento profesional y epistemología de los profesores, II: estudios empíricos y conclusiones”. Enseñanza de las Ciencias, 16(2), 271-288
Porlán, R. (1994). Las concepciones epistemológicas de los profesores: el caso de los estudiantes del magisterio”, Investigación en la Escuela, 22, 67-84
Porlán, R., Rivero, A. y Martín del Pozo, R. (1997). Conocimiento profesional y epistemología de los profesores I: teoría, métodos e instrumentos.” Enseñanza de las Ciencias, 15(2): 155-171
Pozo, J. I.; Scheuer, N.; Mateos, M. y Pérez, M. P. (2006). “Las teorías implícitas sobre el aprendizaje y la enseñanza”, en J. I. Pozo et al. Nuevas formas de pensar la enseñanza y el aprendizaje (pp. 95–132), Barcelona: Graó
Redish, E., Saul, J. y Steinberg, R. (1998). Student Expectations in Introductory Physics, American Journal of Physics, 66, 3, 212-224
Ryan, S. (2004). Message in a model: teachers’ responses to a courtordered mandate for curriculum reform. Educational Policy, 18, 661–685.
Sanders, P., Stevenson, K., King, M. y Coates, D. (2002) University students’ expectations of teaching. Studies in Higher Education, 25, 309–323
Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry, Science Education, 89 (4), 634–656.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504
Schraw, G y Olafson, L. (2008). Assessing teachers’ epistemological and ontological worldviews en Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures, pp. 25–44, Amsterdam: Springer
Schraw, G. (2013). Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research. Hindawi Publishing Corporation ISRN Education, 1-19. Recuperado de:http://dx.doi.org/10.1155/2013/327680
Stipek, D., y Byler, P. (1997). Early childhood education teachers: do they practice what they preach? Childhood Research Quarterly, 12, 305–325