INDAGAR SOBRE CONTROVERSIAS SOCIOCIENTÍFICAS PARA PROMOVER EL PENSAMIENTO CRÍTICO Y LA TOMA INFORMADA DE DECISIONES EN FORMACIÓN INICIAL DE PROFESORADO: EVALUACIÓN DE UNA PROPUESTA
Archivos
NO SE HA AUTORIZADO la consulta de los documentos asociados
Fecha
2019-06-18
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
[ES]El objetivo de este trabajo es evaluar el impacto de una propuesta de investigación de controversias socio-
científicas, diferencias de género y culturales en la alfabetización científica y el desarrollo de
competencias clave del siglo XXI en un grupo de docentes en formación. Para ello se ha realizado un
análisis cualitativo de pre-aportaciones en foros y post-aportaciones tras un proceso de indagación,
aplicando un sistema de categorías de argumentación descrito en la bibliografía. El análisis de los niveles
de argumentación de los participantes antes y después de indagar sobre las controversias, descubre el
potencial de estas intervenciones en el desarrollo de competencias como pensamiento crítico y la
argumentación. Además, se pretende indagar en la formación de docentes para la aplicación de estas
técnicas innovadoras de alto potencial en el ámbito “STEM”, y prepararlos para un entorno educativo en
el que brechas culturales y de género son factores que deben minimizar de cara a una educación
equitativa.
[EN]The aim of this Master Thesis is to evaluate the impact of a proposal based on inquiry of Socio-Scientific Issues (SSI), gender gaps and cultural differences on scientific literacy and the development of 21st century skills in a group of pre-service teachers. For this purpose, a qualitative analysis of pre- contributions in forums and post-contributions after an inquiry process has been carried out, applying a system of categories of argumentation described in the specialized bibliography. The analysis of the levels of argumentation of the participants before and after inquiring about the controversies, shows the potential of this type of interventions in the development of competences such as critical thinking and levels of argumentation. In addition, other objective of this study is to prepare future teachers for the application of this type of innovative technique with high potential in STEM fields, as well as preparing them for an educational environment in which cultural and gender gaps are factors that must be minimized in order to guarantee equitable education.
[EN]The aim of this Master Thesis is to evaluate the impact of a proposal based on inquiry of Socio-Scientific Issues (SSI), gender gaps and cultural differences on scientific literacy and the development of 21st century skills in a group of pre-service teachers. For this purpose, a qualitative analysis of pre- contributions in forums and post-contributions after an inquiry process has been carried out, applying a system of categories of argumentation described in the specialized bibliography. The analysis of the levels of argumentation of the participants before and after inquiring about the controversies, shows the potential of this type of interventions in the development of competences such as critical thinking and levels of argumentation. In addition, other objective of this study is to prepare future teachers for the application of this type of innovative technique with high potential in STEM fields, as well as preparing them for an educational environment in which cultural and gender gaps are factors that must be minimized in order to guarantee equitable education.
Descripción
Palabras clave
Biología y Geología