School scientific problem solving and fostering scientific thinking competencies: What do inservice chemistry teachers think?

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dc.contributor.authorQuintanilla, M.
dc.contributor.authorJoglar, C.
dc.contributor.authorJara, R.
dc.contributor.authorCamacho, J.
dc.contributor.authorRavanal, E.
dc.contributor.authorLabarrere, A.
dc.contributor.authorCuellar, L.
dc.contributor.authorIzquierdo, M.
dc.contributor.authorChamizo, J.
dc.date.accessioned2024-01-10T14:21:36Z
dc.date.available2024-01-10T14:21:36Z
dc.date.issued2010
dc.description.abstractIn the article the results of an investigation conducted within the framework of the project FONDECYT 1070795 are exposed. The aims of the research were to identify and characterize the representations and knowledge that teachers in service have, from an average level of education, with respect to the competences of scientific thought and problem solution, and the way in which both should be approached. With the use of an intentional sample of 133, teachers selected from a total of 117 who were incorporated to other phases of the research trough the administration of a questionnaire especially designed, was show the predominance of a very fragmented image, sometimes contradictory, about the solution of problems and about relation between competences of scientific thought; this representation incorporates aspects of great value for the formation of the competent students, and at the same time it includes other aspects that in no way favor this formation, according to the present assessments.
dc.description.abstractIt is remarkable that both competences for scientific thought and solution of problems are not constituted as a totality and coherent system in the thinking of the teachers who participated in the research. It should be pointed out that we found data that show an oscillating valuation of the subjective character of the problematic situations and the problem itself; these data show, as well, that teachers give a very important role to language. It is stated that teachers give an oscillating value to the fact that students must deal with theories. It should be noted too that their approaches to the algorithmic processes are very vague, and sometimes contradictory.
dc.format.extent14 páginas
dc.fuente.origenWOS
dc.identifier.issn0212-4521
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/79725
dc.identifier.wosidWOS:000290552700003
dc.information.autorucEducación;Camacho J ;S/I;166445
dc.information.autorucEducación;Jara R;S/I;174091
dc.information.autorucEducación;Joglar C ;S/I;1006913
dc.information.autorucEducación;Quintanilla M;S/I;100333
dc.issue.numero2
dc.language.isoes
dc.nota.accesoSin adjunto
dc.pagina.final198
dc.pagina.inicio185
dc.publisherUNIV AUTONOMA BARCELONA
dc.revistaENSENANZA DE LAS CIENCIAS
dc.rightsregistro bibliográfico
dc.subjectThinkings skills
dc.subjectscientificproblem solving
dc.subjectscience teaching
dc.titleSchool scientific problem solving and fostering scientific thinking competencies: What do inservice chemistry teachers think?
dc.typeartículo
dc.volumen28
sipa.codpersvinculados166445
sipa.codpersvinculados174091
sipa.codpersvinculados1006913
sipa.codpersvinculados100333
sipa.indexWOS
sipa.indexScielo
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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