Diagnosis of Training Needs of Teachers of Biology, Chemistry, Physics, and Mathematics, in Disciplinary, Pedagogical Areas, and Use of Technologies to Promote Scientific Thinking Skills
DOI:
https://doi.org/10.15359/ree.24-3.23Keywords:
natural science teaching, mathematics teaching, Professional update, skills, scientific education, scientific thinking skills, pedagogy and information technologiesAbstract
This study aims to better understand training secondary and high school teachers require to develop scientific thinking skills in the areas of natural science (Biology, Chemistry, and Physics) and Mathematics. The study focuses on teachers of these disciplinary areas from public schools with an academic curriculum of the Heredia District of Education in Costa Rica. The study worked with 72 teachers of Mathematics and 88 teachers of natural sciences. The research used a naturalistic paradigm. The experimental design used a dominant qualitative approach, combined with a phenomenological study type. The study developed a questionnaire-type instrument to gather the information needed. This instrument consisted of a total of 12 questions in the following areas: pedagogical knowledge and use of technologies, and exploration of the degree of interest that teaching staff has in receiving training in disciplinary knowledge. The five categories used to analyze the teachers’ answers to the instrument were the following: general aspects of the practicing teacher, training interests in the disciplinary and pedagogical field, use of technologies, and challenges expressed by the teaching staff. Among the main findings of the study, the interest of the teaching staff to participate in updating processes in topics such as planning, mediation, and evaluation was evident, as well as training in the use of information and communication technologies. Also, it was determined that training in disciplinary areas should focus on the design of mediation strategies that allow the contents of the programs to be covered in an interdisciplinary and contextualized way. The teachers also showed interest in receiving training related to the design of evaluative processes that allow giving appropriate feedback to students, in terms of the degree of appropriation of scientific and mathematical thinking skills.
References
Alfaro Varela, G. y Villegas, L. R. (2010). La educación científica en Costa Rica. Tercer Informe Estado de la Educación. Programa Estado de la Nación.
Aristizabal-Almanza, J. L., Ramos-Monobe, A., Chirino-Barceló, V. (2018). Aprendizaje activo para el desarrollo de la psicomotricidad y el trabajo en equipo. Revista Electrónica Educare, 22(1),1-26. http://dx.doi.org/10.15359/ree.22-1.16
Bosch, H. E., Di Blasi, M. A., Pelem, M. E., Bergero, M. S., Carvajal, L. y Geromini, N. S. (2011). Nuevo paradigma pedagógico para enseñanza de ciencias y matemática. Avances ciencias e ingeniería, 2(3), 131-140. https://dialnet.unirioja.es/servlet/articulo?codigo=3752199
Bozu, Z. e Imbernón, F. (2016). El presente y el futuro de la formación permanente docente del profesorado universitario. Educación y ciencia, 5(45), 94-105. http://www.educacionyciencia.org/index.php/educacionyciencia/article/view/387
Klimenko, O. (2008). La creatividad como un desafío para la educación del siglo XXI. Educación y Educadores, 11(2), 191-210. http://www.scielo.org.co/pdf/eded/v11n2/v11n2a12.pdf
Macedo, B. (2016). Educación científica. UNESCO. http://repositorio.minedu.gob.pe/handle/123456789/5025
Ministerio de Educación Pública. (2012). Programas de Estudio de Matemáticas. Autor. https://www.mep.go.cr/sites/default/files/programadeestudio/programas/matematica.pdf
Ministerio de Educación Pública. (2015). Fundamentación pedagógica de la transformación curricular. Bajo la versión de educar para una nueva ciudadanía. Autor. http://www.mep.go.cr/educar-para-nueva-ciudadania
Ministerio de Educación Pública. (2017a). Programas de estudio de química educación diversificada. Autor. http://www.mep.go.cr/sites/default/files/programadeestudio/programas/quimica2018.pdf
Ministerio de Educación Pública. (2017b). Política educativa “La persona: Centro del proceso educativo y sujeto transformador de la sociedad”. Autor. http://www.mep.go.cr/sites/default/files/page/adjuntos/politicaeducativa.pdf
Ministerio de Educación Pública. (2017c). Educar para la nueva ciudadanía. Programa de estudio de Ciencias de tercer ciclo de educación general básica. Autor. https://www.mep.go.cr/sites/default/files/programadeestudio/programas/ciencias3ciclo.pdf
Palomares Ruiz, A. (2004). Profesorado y educación para la diversidad en el siglo XXI. Ediciones de la Universidad de Castilla-La Mancha.
Peñaherrera León, M., Ortiz Colón, A. y Cobos Alvarado, F. (2013). ¿Cómo promover la educación científica en el alumnado de primaria? Una experiencia desde el contexto ecuatoriano. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 10(2), 199-209. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2013.v10.i2.07
Programa Estado de la Nación. (2011). Estado de la Educación Costarricense 3. Autor. http://repositorio.conare.ac.cr/bitstream/handle/20.500.12337/675/Estado%20de%20la%20Educaci%c3%b3n%203.pdf?sequence=22&isAllowed=y
Programa Estado de la Nación. (2014). Estado de la ciencia, la tecnología y la innovación. Autor. http://eccti.or.cr/media/documentos/ECTI-Book.pdf
Programa Estado de la Nación. (2015). Estado de la educación costarricens 5. Autor. http://repositorio.conare.ac.cr/bitstream/handle/20.500.12337/669/ESTADO-EDUCACION-5-2015.pdf?sequence=18&isAllowed=y
Programa Estado de la Nación. (2017). Sexto informe estado de la educación. Autor. http://repositorio.conare.ac.cr/handle/20.500.12337/665
Torres Salas, M. I. (2010). La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas. Revista Electrónica Educare, 14(1), 131-142. https://doi.org/10.15359/ree.14-1.11
UNESCO. (2017). Informe de seguimiento de la educación en el mundo 2016: La educación al servicio de los pueblos y el planeta: Creación de futuros sostenibles para todos. Ediciones UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000248526
Valverde, G. y Näslund-Hadley, E. (2010). La condición de la educación en matemáticas y ciencias naturales en América Latina y el Caribe. BID. https://publications.iadb.org/handle/11319/2757
Vélez Chablé, G. (2006). El docente ante los retos educativos del siglo XXI. Pampedia, 2, 55-59. https://www.academia.edu/20417364/6-El-docente-ante-los-retos-educativos-del-siglo-XXI
Zamora Araya, J. A. (2015). Análisis de confiabilidad de la Prueba de Diagnóstico Matemática en la Universidad Nacional de Costa Rica. Actualidades en Psicología, 29(119), 153-165. https://doi.org/10.15517/ap.v29i119.18693
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
