Vol. 17 No. 1 (2016): Revista Docencia Universitaria
Articles

What conceptions of scientific knowledge have university science teachers? Design, validation and application of a dilemas questionnaire to assess implicit conceptions.

María Basilisa García
Universidad Nacional de Mar del Plata
Bio
Mar Mateos Sanz
Universidad Autónoma de Madrid
Bio
Silvia Lucía Vilanova
Universidad Nacional de Mar del Plata
Bio

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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