Construcción de puentes entre conocimientos científicos y conocimientos cotidianos desde la perspectiva de una educación científica intercultural : una experiencia con profesores de química en formación inicial en el estudio de plantas medicinales

Abstract

The present investigation intends to recognize the importance of the construction of bridges between scientific knowledge and everyday knowledge to favor a teaching of innovative Chemistry and in the context of intercultural scientific education. Through the analysis of meta-discourses with Chemistry teachers in initial training evaluating the structural characteristics of a didactic unit based on the study of medicinal plants. The methodology was carried out from qualitative research with techniques in research-action and case study; supported in cooperative work sessions with professors of Chemistry of the District University in initial training, in order to achieve a more conscious vision of science and Intercultural within the teaching/Learning process based on a perspective constructivist that allows the connection of scientific and everyday knowledge within the classroom of classes. Likewise, a sequence of activities was developed that allowed identifying the scientific interests and daily experiences around medicinal plants as a theme current. The results obtained from the aforementioned, showed reflections significant within the categories of analysis by the participating teachers. These they are clear that within their training a profound change is needed around these issues, and open their minds to new spaces that can be given, knowledge and challenges that can be generated when they graduate and can contribute to education from their daily experiences particular and directed towards an intercultural scientific education through exercises like this. It was concluded that the representations of the scientific and cultural reality of the participating teachers play a significant role in creating a vision holistic approach to science education, concerned with making science more accessible for all students. Chemistry teachers in initial training have a representation of more conscious science compared to conventional science rooted in its formation and presented in the investigation. This is perceived in their participatory attitude and their ability to argue the importance of teaching science, in addition to the creation of activities scientific/everyday Recognizing knowledge that they did not have so present before.