In this paper the conceptions of science teaching presented by the students of MPES (Master Teacher of Secondary Education) are analyzed. The data shown were collected in an initial teacher training experience, based on a constructive and thoughtful approach, which involved 71 students from various specialties of scientific-technical area, for two successive academic years. From the formative point of view this experience consists in the development of activities that allow to reflect future teachers about the nature of the educational processes, specifying their previous conceptions as a starting point to encourage progression of teachers thought. In this research we have used a methodology of qualitative analysis on the conceptions of the participants about the teaching of science, expressed in writing from a set of open questions. The results have allowed to identify several models of thinking underlying the opinions of future teachers, who could relate respectively to a teaching approach based on the transmission and reception of knowledge, an educational approach next to the constructivist model and a mixed approach. We also notes that the greater or lesser degree of identification with a approach or another depends in part on the context of the question posed.

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Análisis de las concepciones del profesorado de secundaria sobre la enseñanza de las ciencias durante el proceso de formación inicial

Educadores e investigadores coinciden en que el profesorado debe poseer una adecuada comprension de la ciencia y de la naturaleza del conocimiento cientifico para facilitar una ensenanza de calidad de los contenidos cientificos, por lo que la formacion inicial debe abordar este tema expresamente. En este articulo presentamos y analizamos la puesta en marcha de una secuencia de actividades en una clase de maestros en formacion que permite observar, a traves de mapas elaborados sucesivamente por los participantes, como progresan sus ideas con respecto a una de las cuestiones de las que la naturaleza del conocimiento cientifico debe ocuparse: como se construye el conocimiento cientifico. Los resultados muestran como la progresion de las ideas de los alumnos en este dominio conlleva la superacion de varios obstaculos que generan una imagen erronea de la ciencia, tales como la idea empirista, individualista, inmediata, absolutista o procesual entre otras, favoreciendo la construccion de ideas mas proximas a las deseables. Palabras clave: Naturaleza de la ciencia; Formacion del profesorado; Didactica de las ciencias; Progresion del conocimiento. Progression of the ideas of preservice teachers on the construction of scientific knowledge through a concept maps in a instructional secuence Both, teachers and researchers, agree that in order to teach related content to science with high quality, is necessary in advance have not only a proper understanding of science content, but of the nature of science too, so the initial teacher training should address this issue explicitly. In this paper we present and analyze the implementation of a teaching and learning sequence in a preservice teachers class, which it allows us to see, through models produced successively by the participants, how progress the ideas regarding one of the questions that the nature of scientific knowledge must deal: how this knowledge is constructed. It became evident the overcoming of several obstacles that create a false image of science. The results show how the progression of students’ ideas in this domain entails overcoming several obstacles that create a wrong image of science, such as the empiricist idea, individualistic, absolutist or others, favoring to build a set of ideas closer to the desirables. Keywords: Nature of Science; Initial teacher education; Science education; Progression of knowledge.

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Progresión de las ideas de los futuros maestros sobre la construcción del conocimiento científico a través de mapas generados en una secuencia de actividades

The study of the influence of emotions on learning is an emerging trend in didactic research. Several studies have shown the critical role emotions play in the teaching and learning process. Thus, it is essential that both teachers and students are aware of affective states and that they have the capacity and ability to control and manage their emotions. In order to observe the emotional response during a scienceteaching activity, an educational proposal for discovery learning was developed. The proposal was implemented with teaching students from the Teacher Training Center (UCM). The participants were divided in two groups, observers and observed. The observershad to observe the emotions of their peers discovering the contents of a «black box». The groups of the observers made a record of the emotions expressed during the different phases of the inquiry, using a form, designed on purpose, available through a link to docs.google.com. The analysis shows that confusion and frustration have the highest overall frequency in this kind of investigation work. Furthermore, the manifestations of the different types of emotions shows an emotional flow related to the phasesof the inquiry. This work confirms the importance of activating emotions for carrying out learning tasks and encourages the inclusion of the ability to perceive emotions in teacher training.

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Análisis de las emociones en el trabajo de indagación:: «La caja negra»

INTRODUCCIO. Aprendre com funciona la comunitat cientifica per validar els coneixements es un component essencial de l’alfabetitzacio cientifica, que no s’ensenya adequadament a causa de la seva complexitat cognitiva, la manca de recursos didactics i la insuficient atencio en aquests temes a la formacio del professorat. L’objectiu d’aquest article es ajudar a innovar la formacio i el desenvolupament professional del professorat mitjancant jocs seriosos (caixes negres) que incentivin aquest ensenyament epistemic i el seu aprenentatge per part de l’alumnat de primaria.
METODE. Tres mestres i els seus estudiants participen en un proces metodologicament mixt: desenvolupament del joc com a recurs didactic, intervencio educativa amb estudiants i investigacio-accio sobre la practica docent amb mestres. 
RESULTATS. Es presenten com a resultat les activitats, els productes i el desenvolupament professional docent mitjancant l’estudi de la llico: planificacio de la sequencia d’ensenyament, produccions de l’alumnat, i avaluacio de la formacio (mestres) i de la motivacio i interes de mestres i estudiants. L’eficacia del joc com a recurs es justifica per la valoracio positiva que en fan els docents i per la realitzacio, acceptacio i motivacio de l’alumnat vers les tasques.
DISCUSSIO. Es discuteixen els assoliments, els limits i les implicacions futures en relacio amb els objectius de l’experiencia, tant pel que fa a l’educacio cientifica com per desenvolupar a les escoles la sostenibilitat de l’experiencia de formacio amb jocs epistemics.

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Formar, ensenyar i aprendre sobre la pràctica científica a primària amb un joc de caixes negres

This learning experience is included in the subject of Science education in the second course of the degree of primary teacher. One of the main targets of this subject is the teacher training from a scientific inquiry perspective. For this teaching perspective, we have carried out a learning experience for inquiry. This proposal uses the teaching resource “black box” as a tool which lets the students guess the different objects saved in its inside. For that, the students have to use the scientific process. Finally, we show some conclusions such as difficulties and learning achieved for the students.

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Isabel Escriva Colomar

Papers

Una experiencia de aprendizaje por investigación con Cajas negras en formación inicial de maestros