Cambio didáctico y enseñanza de la ecología orientada al fomento de las competencias científicas: un estudio de caso de un profesor universitario

Abstract

Within the framework of research in Science Didactics and the investigative approach of didactic change, it is necessary to record experiences based on continuing education and cooperative teacher work, which contribute to the epistemology and practice of the science teacher, in this sense, this project was oriented to promote didactic changes in a university teacher in charge of the initial training of biology teachers to favor the development of scientific competences in the students. It is oriented through a qualitative methodology with a case study on which an interpretative analysis is made based on the teacher's discourse. The intervention takes place in three moments, initial characterization, cooperative work sessions linked to the contemporary theoretical reflection of Science Didactics and science teaching oriented to the promotion of scientific competences, and finally final characterization. Non-participant classroom observation with analysis linked to Atlas ti 22 © qualitative analysis software was carried out transversally to the process. At a general level, favorable evolution is evidenced with respect to the conceptual and attitudinal dimension of the teacher in each of the established categories, with difficulty in favoring changes in the practical dimension. The relevance of cooperative work to generate spaces for reflection and joint discussion on the challenges and needs of university science teaching is highlighted, taking into account the initial training of biology teachers from innovative teaching approaches such as the orientation to the promotion of scientific competences.