Concept of the Nature of Science (NOS) of a Group of Teachers in an Immersion Program of Teacher-training in Science
This paper shows how a group of science teachers immersed in a training program—a Master’s Degree in Science Education (MSE) in a Mexican public state university—modified their initial profiles concerning the concept of the nature of science (NOS). The empirical information, collected at different t...
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| Autores principales: | , , , |
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| Formato: | Online |
| Lenguaje: | spa eng |
| Publicado: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2004
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| Acceso en línea: | https://redie.uabc.mx/index.php/redie/article/view/104 |
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| Sumario: | This paper shows how a group of science teachers immersed in a training program—a Master’s Degree in Science Education (MSE) in a Mexican public state university—modified their initial profiles concerning the concept of the nature of science (NOS). The empirical information, collected at different times during the two years of the MSE, comes from a single group of 11 teachers, who taught scientific subjects, by and large, in high school. The results in this first portion of the research project, show that the MSE improves the group of teachers’ initial inconsistent profies, as the pattern of the group shifted toward relativism. The difficulties of reducing the NOS to a technical model of content organization are discussed. Also approached is a line of interpretation concerning the teachers’ scientific literacy. |
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