Formación de profesores en el paradigma de la complejidad.

Saved in:

Bibliographic Details
Title:	Formación de profesores en el paradigma de la complejidad.
Authors:	Acosta, Robinson Roa^1,2,3 robinsonrao@hotmail.com
Source:	Educación y Educadores. 2006, Vol. 9, p149-157. 9p.
Subject Terms:	Science education, Teaching, *Constructivism (Education), Reductionism, Determinism (Philosophy), Complexity (Philosophy)
Abstract (English):	As a result of a big bibliographic review about the complexity paradigm, the classic paradigm of sciences and the teaching and didactics of science specially in regards to teacher training and the concepts about the nature of science, this paper makes a contrast between these paradigms in the light of the traditional pedagogic models and, to a certain extent, of the constructivist one, and their influence on the formation of concepts about the nature, origin and knowledge of science in teachers and students. It enunciates the idea of changing the way of teaching sciences starting from the training of future teachers under the paradigm of complexity, thus avoiding the reductionist and deterministic conceptions. On the other hand, relevant aspects are proposed in order to design and develop teaching and learning methodologies of science in and for complexity and at the same time a space is opened to approach evaluation under this paradigm. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Este artículo, resultado de una extensa revisión bibliográfica sobre el paradigma de la complejidad, el paradigma clásico de las ciencias, y sobre la enseñanza y didáctica de ciencias, en especial sobre la formación de profesores y sus concepciones sobre la naturaleza de la ciencia, realiza un contraste entre dichos paradigmas a la luz de los modelos pedagógicos tradicionales y, en cierta medida, también el constructivista y su influencia en la formación de concepciones sobre la naturaleza, origen y conocimiento de las ciencias de profesores y estudiantes. Enuncia la idea de cambiar la manera de enseñar las ciencias a partir de la formación de los futuros profesores bajo el paradigma de la complejidad, para evitar de esta manera la concepción reduccionista y determinista de la ciencia. Por otra parte, se proponen aspectos relevantes para diseñar y desarrollar metodologias de enseñanza y aprendizaje de la ciencia en y para la complejidad; igualmente, abre un espacio para plantear la evaluación bajo este paradigma. [ABSTRACT FROM AUTHOR]
	Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	As a result of a big bibliographic review about the complexity paradigm, the classic paradigm of sciences and the teaching and didactics of science specially in regards to teacher training and the concepts about the nature of science, this paper makes a contrast between these paradigms in the light of the traditional pedagogic models and, to a certain extent, of the constructivist one, and their influence on the formation of concepts about the nature, origin and knowledge of science in teachers and students. It enunciates the idea of changing the way of teaching sciences starting from the training of future teachers under the paradigm of complexity, thus avoiding the reductionist and deterministic conceptions. On the other hand, relevant aspects are proposed in order to design and develop teaching and learning methodologies of science in and for complexity and at the same time a space is opened to approach evaluation under this paradigm. [ABSTRACT FROM AUTHOR]
ISSN:	01231294