Recurso de alfabetización científico y tecnológica dirigido a docentes en ciencias experimentales para el uso de transductores digitales en su práctica profesional

Abstract

Different authors in the scientific literature have contributed to the construction of discourse related to scientific and technological literacy (ACT) in the last two decades. However, despite having philosophized considerably in ACT, little material has been developed for this purpose. For this reason, in this research work we propose a methodology for the development of ACT resources for a particular population (teachers of experimental sciences) for the use of a scientific / technological tool (Arduino) in their professional practice. The proposed research is of a projective type with a mixed approach, using the field journal as an instrument for gathering information. Qualitatively, it seeks to make sense of ACT considering the meanings of teachers and, quantitatively, the object is to establish causal relationships between teachers and their ACT processes. A literature review is made with the three research categories identified: ACT-public understanding of science, teacher training and didactic transposition-pedagogical mediation. Afterwards, a fieldwork is carried out under the "practice-theory-practice" didactic model of Mallart with teachers who attend the master's degree in education at the District University. Finally, based on the field work and bibliographic review, a methodology for the construction of ACT resources is proposed, through which a text aimed at teachers in experimental sciences for the handling of digital transducers such as Arduino is elaborated. As results and conclusions, it is evident that the Mallart didactic model is useful for the development of ACT processes, since it allows to demonstrate aspects of a scientifically and technologically literate individual in the intervened population. The communicative discourse developed for an ACT process (regardless of the resource used) must consider emotional aspects of the target population. Besides that, it is not possible to perform universal ACT processes, for this reason, special care must be taken in the characterization of the target population and define the objectives of the ACT based on the aspects present in an individual considered scientifically and technologically literate , according to the proposed IACT. This research proposes a methodology that allows the implementation of texts as ACT resources and was validated with the development of an ACT text for experimental science teachers.