{"id":117987,"date":"2018-03-11T10:47:44","date_gmt":"2018-03-11T10:47:44","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/historia-personal-creencias-y-utilizacion-de-conocimientos-sobre-la-ensenanza-de-las-ciencias-un-estudio-exploratorio-en-la-diplomatura-de-maestro-de-educacion-primaria\/"},"modified":"2018-03-11T10:47:44","modified_gmt":"2018-03-11T10:47:44","slug":"historia-personal-creencias-y-utilizacion-de-conocimientos-sobre-la-ensenanza-de-las-ciencias-un-estudio-exploratorio-en-la-diplomatura-de-maestro-de-educacion-primaria","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/formacion-y-empleo-de-profesores\/historia-personal-creencias-y-utilizacion-de-conocimientos-sobre-la-ensenanza-de-las-ciencias-un-estudio-exploratorio-en-la-diplomatura-de-maestro-de-educacion-primaria\/","title":{"rendered":"Historia personal, creencias y utilizaci\u00f3n de conocimientos sobre la ense\u00f1anza de las ciencias. un estudio exploratorio en la diplomatura de maestro de educaci\u00f3n primaria"},"content":{"rendered":"

Tesis doctoral de Mar\u00eda Rosa Nortes Martinez Artero <\/strong><\/h2>\n

Historia personal, creencias y utilizaci\u00f3n de conocimientos sobre la ense\u00f1anza de las ciencias. Un estudio exploratorio en la diplomatura de maestro de educaci\u00f3n primaria. resumen este trabajo describe y analiza las respuestas de futuros maestros en su \u00faltimo a\u00f1o de diplomatura (plan de estudios de la titulaci\u00f3n equivalente al actual grado de educaci\u00f3n primaria). El objetivo era recoger informaci\u00f3n sobre distintos t\u00f3picos y en diferentes situaciones, para indagar en las caracter\u00edsticas de nuestros alumnos y sus capacidades para utilizar lo aprendido cient\u00edfica y did\u00e1cticamente, respondiendo a la cuesti\u00f3n: \u00c2\u00bfc\u00f3mo eran nuestros alumnos de diplomatura en el \u00faltimo a\u00f1o de la titulaci\u00f3n? para ello establecemos cuatro problemas principales (pp): "\tpp1. \u00c2\u00bfcu\u00e1l es la historia acad\u00e9mica de los maestros en formaci\u00f3n inicial? \u00c2\u00bfqu\u00e9 piensan de ella y c\u00f3mo la valoran? "\tpp2. \u00c2\u00bfc\u00f3mo fue su experiencia en el practicum? \u00c2\u00bfc\u00f3mo la perciben y c\u00f3mo la valoran? "\tpp3. \u00c2\u00bfqu\u00e9 conocimientos cient\u00edficos tienen los futuros maestros? \u00c2\u00bfc\u00f3mo los utilizan en diferentes contextos? "\tpp4. \u00c2\u00bfqu\u00e9 ideas y opiniones tienen nuestros diplomados sobre qu\u00e9 y c\u00f3mo ense\u00f1ar? \u00c2\u00bfqu\u00e9 propuesta de ense\u00f1anza realizan? adem\u00e1s se plantean cuestiones del tipo: \u00c2\u00bfqu\u00e9 similitudes y diferencias existen entre sus experiencias como alumnos y como futuros docentes? \u00c2\u00bfqu\u00e9 perfiles de alumnos podemos establecer en base a su experiencia acad\u00e9mica personal? \u00c2\u00bfqu\u00e9 perfiles de alumnos podemos establecer en base a su experiencia docente? \u00c2\u00bfqu\u00e9 perfiles presentan los futuros maestros acerca del tema de la energ\u00eda en la prueba experiencial y en el an\u00e1lisis de una noticia de prensa? \u00c2\u00bfqu\u00e9 perfiles de alumnos podemos establecer en funci\u00f3n de sus propuestas de ense\u00f1anza del tema de la energ\u00eda? los participantes son 111 alumnos de la asignatura "did\u00e1ctica de las ciencias experimentales" (98 mujeres y 13 hombres, entre 19 y 53 a\u00f1os) que cursaban la diplomatura de maestro, especialidad de educaci\u00f3n primaria, en el curso 2009\/2010. Utilizamos cinco cuestionarios de elaboraci\u00f3n propia, espec\u00edficamente dise\u00f1ados para este estudio, que combinan preguntas abiertas y de escala likert. entre los resultados obtenidos podemos destacar que: "\texperimentaron una ense\u00f1anza transmisiva tradicional muy alejada de la que se propone desde la facultad, y con la que, afortunadamente, se muestran muy cr\u00edticos: ense\u00f1anza de conceptos que prim\u00f3 sobre la de procedimientos y actitudes, libro de texto como principal recurso, y ense\u00f1anza no formal apenas presente. "\tdurante su experiencia docente constataron que siguen predominando los contenidos conceptuales sobre el resto, as\u00ed como el libro de texto, aunque hay m\u00e1s recursos y tipos de actividades presentes. En ocasiones, los propios maestros tutores frenaron la intenci\u00f3n de innovar de los maestros en formaci\u00f3n. "\tlos resultados de las pruebas de conocimiento, sin ser malos, no fueron lo buenos que dese\u00e1bamos. Nuestros alumnos siguen sin dominar el tema de la energ\u00eda. "\tal proponer c\u00f3mo ense\u00f1ar la energ\u00eda vuelven a tener peso excesivo contenidos conceptuales, aunque proponen gran variedad de actividades, sobre todo experienciales. adem\u00e1s establecimos siete perfiles de alumnado seg\u00fan su experiencia, y cuatro en funci\u00f3n de los conocimientos. entre las conclusiones destacamos que han cambiado los recursos, los materiales, etc.\u00c2\u00bfpero se sigue ense\u00f1ando pr\u00e1cticamente igual que hace 30 a\u00f1os. Que la facultad deber\u00eda ser m\u00e1s cuidadosa eligiendo centros de pr\u00e1cticas y maestros tutores, realizar protocolos de selecci\u00f3n y actuaci\u00f3n, y compromisos por ambas partes, para compartir un objetivo com\u00fan. Que debemos trabajar las habilidades comunicativas de nuestro alumnado, la capacidad de realizar predicciones o emitir hip\u00f3tesis, desarrollar una mayor concienciaci\u00f3n medioambiental y mayor conocimiento del tema de la energ\u00eda. Nuestros alumnos son conscientes de la necesidad de cambio del modelo de ense\u00f1anza de las ciencias, son muy cr\u00edticos en este sentido, y disponen de herramientas, pero es tanta la distancia entre el modelo vivido y el propuesto que desde la facultad debemos revisar nuestros programas de formaci\u00f3n para facilitarlo. abstract we describe and analyse pre-service primary teachers' answers in their final year of their degree (degree curriculum equivalent to the current degree in primary education). The objective was to gather information regarding distinct topics in different situations, in order to investigate our students' characteristics and their capacity to utilize, scientifically and didactically, what they have learnt, answering the following question: what were our degree students like in their final year? in order to do this we established four principal problems (pp): "\tpp1. What is the academic history of the subjects in initial training? What do they think of it and how do they value it? "\tpp2. How was their experience in the practicum? What do they think of it and how do they value it? "\tpp3. What scientific knowledge do the pre-service teachers have? How do they apply this knowledge in different contexts? "\tpp4. What ideas and opinions do these students have regarding what, and how, to teach? What teaching proposal do they carry out? in addition, we considered other questions: what similarities and differences exist between their experiences as students and future teachers? What student profiles can we establish based on their personal academic experience? What profiles do the future teachers present with regards to the topic energy in the experiential test and in the analysis of a new in the press? What student profiles can we establish based on their teaching proposal on the topic energy? the participants are 111 students of "teaching of experimental sciences" (98 women\/12 men, between 19 and 53) that were enrolled in the degree in education, with a speciality in primary education, in the 2009\/2010 school year. Five self-made questionnaires were used, specifically designed for this study, which combine open and likert scale questions. among the results obtained we can highlight that: "\tthey experienced a traditional transmission education far removed from that which is proposed by the faculty, and of which, fortunately, they were very critical: the teaching of concepts took precedent ahead of procedures and attitudes, textbook as the main resource, and a non-formal teaching style which was scarcely present. "\tduring their teaching experience they confirmed that they followed predominately conceptual concepts above the rest, as in their use of the textbook, although there are more resources and types of activities present. On occasion, their own teacher-tutors put a stop to the intention of the teachers-in-trainings' attempt at innovation. "\tthe results of knowledge tests, without being poor, were not as desired. Our students have not yet mastered the topic of energy. "\tupon proposing how to teach energy, conceptual concepts again have excessive importance, although they propose a great variety of activities, above all those based on experience. we established seven student profiles based on their experience, and four on their knowledge. among the conclusions, we can highlight that the resources, materials, etc. Have been changed, but they continue teaching in the same way as thirty years ago. The faculty should be more careful in choosing centres for work experience and teacher-tutors, carrying out selection and action protocols, and agreements between both parties in order to share a common objective. We must work on the communicative skills of our students, the capacity to make predictions or hypothesis, and raise awareness of the topic energy. Our students are conscious of the necessity of changing teaching models in sciences, they are very critical in this sense and they possess tools; however, the distance between the model experienced and that which is proposed is so great that the faculty must revise our training programmes to facilitate the change.<\/p>\n

 <\/p>\n

Datos acad\u00e9micos de la tesis doctoral \u00abHistoria personal, creencias y utilizaci\u00f3n de conocimientos sobre la ense\u00f1anza de las ciencias. un estudio exploratorio en la diplomatura de maestro de educaci\u00f3n primaria<\/strong>\u00ab<\/h3>\n
    \n
  • T\u00edtulo de la tesis:<\/strong>\u00a0 Historia personal, creencias y utilizaci\u00f3n de conocimientos sobre la ense\u00f1anza de las ciencias. un estudio exploratorio en la diplomatura de maestro de educaci\u00f3n primaria <\/li>\n
  • Autor:<\/strong>\u00a0 Mar\u00eda Rosa Nortes Martinez Artero <\/li>\n
  • Universidad:<\/strong>\u00a0 Murcia<\/li>\n
  • Fecha de lectura de la tesis:<\/strong>\u00a0 30\/07\/2015<\/li>\n<\/ul>\n

     <\/p>\n

    Direcci\u00f3n y tribunal<\/h3>\n
      \n
    • Director de la tesis<\/strong>\n
        \n
      • Antonio De Pro Bueno<\/li>\n<\/ul>\n<\/li>\n
      • Tribunal<\/strong>\n
          \n
        • Presidente del tribunal: Francisco javier Perales palacios <\/li>\n
        • vicente Mellado jimenez (vocal)<\/li>\n
        • m.rut Jimenez liso (vocal)<\/li>\n
        • Mar\u00eda cristina Mart\u00ednez losada (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

          Tesis doctoral de Mar\u00eda Rosa Nortes Martinez Artero Historia personal, creencias y utilizaci\u00f3n de conocimientos sobre la ense\u00f1anza de las […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[4394,1140,8235,1288],"tags":[8691,27090,74283,232187,232186,46768],"class_list":["post-117987","post","type-post","status-publish","format-standard","hentry","category-educacion-superior","category-formacion-y-empleo-de-profesores","category-murcia","category-preparacion-de-profesores","tag-antonio-de-pro-bueno","tag-francisco-javier-perales-palacios","tag-m-rut-jimenez-liso","tag-maria-cristina-Martinez-losada","tag-maria-rosa-nortes-Martinez-artero","tag-vicente-mellado-jimenez"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/117987","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=117987"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/117987\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=117987"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=117987"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=117987"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}