Perspectivas que han direccionado la investigación y consolidación de la Educación en Ciencias como una disciplina científica
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nov. 15, 2017
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A lo largo de la historia del campo de la educación en ciencias los investigadores han focalizado sus intereses de indagación, en dar respuesta a las diferentes problemáticas relacionadas con el aprendizaje y la enseñanza del currículo de las ciencias. Para ello, diseñaron y desarrollaron investigaciones, las cuales han estado informadas e iluminadas por los marcos teóricos provenientes de la psicología cognitiva y sociocultural. La anterior situación produjo en este campo las tradiciones de investigación del cambio conceptual y perspectiva sociocultural. Estas han delineado los problemas, los marcos teóricos y las metodologías de investigación que ayudaron a los investigadores a desarrollar y consolidar el campo de la educación en ciencias como una disciplina científica. Por tanto, este documento tuvo como propósito central la descripción de manera sucinta de las trayectorias epistémicas recorridas por los miembros de esta comunidad de práctica, con el fin de que pueda ser utilizada por los investigadores noveles en su proceso de contextualización.
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Candela-Rodríguez, B. F. (2017). Perspectivas que han direccionado la investigación y consolidación de la Educación en Ciencias como una disciplina científica. Praxis, 13(2), 181–198. https://doi.org/10.21676/23897856.2365
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American Association for the Advancement of Science. (1989). Project 2061: Science for all Americans. Washington, DC: American Association for the Advancement of Science.
Anderson, C. W. (2007). Perspectives on science learning. En S. K. Abell y N. G. Lederman (Eds.), Handbook of research on science education (pp. 3-30). NY: Routledge.
Adey, P. y Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. Cognition and Instruction, 11(1), 1-29.
Ausubel, D., Novak, J. y Hanesian, M. (2005). Psicología educativa: un punto de vista cognoscitivo. México: Trillas.
Boenig, R. W. (1969). Research in science education, 1938 through 1947. New York: Teachers College Press.
Bandiera, M., Caravita, S., Torracca, E. y Vicentini, M. (1999). Research in Science Education in Europe. Netherlands: Springer Science Business Media Dordrecht.
Brown, J., Collins, A. y Duit, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
Bruner, J. (1961). The act of discovery. Harvard Educational Review, 30, 21-32.
Bruner, J. (1960). The Process of Education. New York: Vintage Books.
Bybee, R. W. (1977). The New Transformation of Science Education. Science Education, 61(1), 85-97.
Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: Bradford Books, MIT Press.
Chinn, C. y Brewer, W. (1993). The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction. Review of Educational Research, 63(1), 1-49.
Collins, A., Brown, J. S. y Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. En L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum.
Denzin, N. (1978). The Research Act in Sociology: A Theoretical Introduction to Sociological Methods. London: Butterworths.
Duit, R. (2007). Science education research internationally: Conceptions, research methods, domains of research. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 3-15.
Duit, R., Gropengießer, H. y Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. En H. E. Fischer, (Ed.), Developing standards in research on science education (pp. 1-9). London: Taylor & Francis.
Duit, R. y Treagust, D. (1998) Learning in science – From behaviourism towards social constructivism and beyond. En B. Fraser y K. Tobin (Eds.), International handbook of science education (pp. 3-26). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Driver, R. (1973). The Representation of Conceptual Frameworks in young adolescent science students (Unpub. Ph. D. thesis). University of Illinois, Urbana, Illinois.
Driver, R. (1983). The Pupil as Scientist. Philadelphia: The open University Press.
Fraser, B. J., Tobin, K. G. y McRoobbie, C. J. (Eds.). (2012). Second International Handbook of Science Education. London New York: Springer.
Fraser, B. J. y Tobin, K. G. (Eds.). (1998). International Handbook of Science Education. Dordrecht, The Netherlands: Kluwer.
Gabel, D. (Ed.). (1994). Handbook of Research on Science Teaching and Learning. Nueva York: MacMillan.
Gorard, S. y Taylor, C. (2004). Combining Methods in Educational and Social Research. The promise of design studies. New York: McGraw-Hill Education.
Hennessy, S. (1993). Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning. Studies in Science Education, 22(1), 1-41.
Jenkins, E. W. (2000). Research in Science Education: Time for a Health Check? Studies in Science Education, 35, 1-26.
Karplus, R. (1980). Teaching for The Development of Reasoning. Research in Science Education, 10, 1-10.
Knorr-Cetina, K. D. (1981). The Manufacture of Knowledge: An Essay on the Constructivist and Contextual Nature of Science. New York Oxford: Pergamon Press.
Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago: The University of Chicago Press.
Lawson, A. y Thompson, L. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733-746.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
Martinez-Vélez, A. (2013). Emergencias de cambio: entre el modelo pedagógico tradicional y la necesidad de aprendizajes significativos. Praxis, 9, 73-82.
McGinn, M., Roth, W., Boutonné, S. y Woszczyna, C. (1995). The transformation of individual and collective knowledge in elementary science classrooms that are organised as knowledge-building communities. Research in Science Education, 25(2), 163-189.
Novak, J. D. (1987). Human Constructivism: Toward a Unity of Psychological and Epistemological Meaning Making. En J. D. Novak (Ed.), Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics (pp. 349-360). New York: Departament of de Education, University of Cornell.
National Science Teachers Association (2003). Standards for science teacher preparation. Washington, DC: National Science Teachers Association. Recuperado de https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer=https://scholar.google.es/&httpsredir=1&article=1085&context=teachlearnfacpub
Osborne, R. y Freyberg, P. (1985). Learning in Science: the implications of Children’s Science. London: Heinemann Publishers.
Piaget, J. (1971). Genetic Epistemology. New York: Norton.
Posner, G., Strike, K., Hewson, P. y Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Psillos, D. (1997). Teaching introductory electricity. En A. Tiberghien, E.-L. Jossem y J. Barojas (eds.), Connecting Research in Physics Education with Teacher Education. Recuperado de http://www.physics.ohio-state.edu/~jossem/ICPE/BOOKS.html
Rogoff, B. (1990). Apprenticeships in thinking: Cognitive development in social context. New York: Oxford University Press.
Roth, W. M. (1995). Teacher questioning in an open-inquiry learning environment: interactions of context, content and student responses. Journal of Research in Science Teaching, 33, 709-736.
Roth, W. M. (2001). Situating cognition. Journal of the learning sciences, 10, 27-61.
Shayer, M. y Wylam, H. (1981). The development of the concepts of heat and temperature in 10-13 year-olds. Journal of Research in Science Teaching, 18(5), 419-434.
Shulman, L. (1987). Knowledge and Teaching. “Foundations of the New Reform”. Harvard Educational Review, 57(1), 1-21.
Sutton, C. (1992). Words, Science and Learning. London: Open University Press.
Toulmin, S. (1972). Human understanding: the collective use and evaluation of concepts. Princeton: University Press Princeton.
Viennot, L. (1979). Spontaneous Reasoning in Elementary Dynamics. European Journal of Science Education, 1(2), 205-221.
von Glasersfeld, E. (1995). Radical Constructivism: A Way of Knowing and Learning. London Washington, D. C.: The Falmer Press.
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45-69.
Vygotsky, L. S. (1986). Thought and language. London MA: MIT Press.
American Association for the Advancement of Science. (1989). Project 2061: Science for all Americans. Washington, DC: American Association for the Advancement of Science.
Anderson, C. W. (2007). Perspectives on science learning. En S. K. Abell y N. G. Lederman (Eds.), Handbook of research on science education (pp. 3-30). NY: Routledge.
Adey, P. y Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. Cognition and Instruction, 11(1), 1-29.
Ausubel, D., Novak, J. y Hanesian, M. (2005). Psicología educativa: un punto de vista cognoscitivo. México: Trillas.
Boenig, R. W. (1969). Research in science education, 1938 through 1947. New York: Teachers College Press.
Bandiera, M., Caravita, S., Torracca, E. y Vicentini, M. (1999). Research in Science Education in Europe. Netherlands: Springer Science Business Media Dordrecht.
Brown, J., Collins, A. y Duit, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
Bruner, J. (1961). The act of discovery. Harvard Educational Review, 30, 21-32.
Bruner, J. (1960). The Process of Education. New York: Vintage Books.
Bybee, R. W. (1977). The New Transformation of Science Education. Science Education, 61(1), 85-97.
Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: Bradford Books, MIT Press.
Chinn, C. y Brewer, W. (1993). The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction. Review of Educational Research, 63(1), 1-49.
Collins, A., Brown, J. S. y Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. En L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum.
Denzin, N. (1978). The Research Act in Sociology: A Theoretical Introduction to Sociological Methods. London: Butterworths.
Duit, R. (2007). Science education research internationally: Conceptions, research methods, domains of research. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 3-15.
Duit, R., Gropengießer, H. y Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. En H. E. Fischer, (Ed.), Developing standards in research on science education (pp. 1-9). London: Taylor & Francis.
Duit, R. y Treagust, D. (1998) Learning in science – From behaviourism towards social constructivism and beyond. En B. Fraser y K. Tobin (Eds.), International handbook of science education (pp. 3-26). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Driver, R. (1973). The Representation of Conceptual Frameworks in young adolescent science students (Unpub. Ph. D. thesis). University of Illinois, Urbana, Illinois.
Driver, R. (1983). The Pupil as Scientist. Philadelphia: The open University Press.
Fraser, B. J., Tobin, K. G. y McRoobbie, C. J. (Eds.). (2012). Second International Handbook of Science Education. London New York: Springer.
Fraser, B. J. y Tobin, K. G. (Eds.). (1998). International Handbook of Science Education. Dordrecht, The Netherlands: Kluwer.
Gabel, D. (Ed.). (1994). Handbook of Research on Science Teaching and Learning. Nueva York: MacMillan.
Gorard, S. y Taylor, C. (2004). Combining Methods in Educational and Social Research. The promise of design studies. New York: McGraw-Hill Education.
Hennessy, S. (1993). Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning. Studies in Science Education, 22(1), 1-41.
Jenkins, E. W. (2000). Research in Science Education: Time for a Health Check? Studies in Science Education, 35, 1-26.
Karplus, R. (1980). Teaching for The Development of Reasoning. Research in Science Education, 10, 1-10.
Knorr-Cetina, K. D. (1981). The Manufacture of Knowledge: An Essay on the Constructivist and Contextual Nature of Science. New York Oxford: Pergamon Press.
Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago: The University of Chicago Press.
Lawson, A. y Thompson, L. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733-746.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
Martinez-Vélez, A. (2013). Emergencias de cambio: entre el modelo pedagógico tradicional y la necesidad de aprendizajes significativos. Praxis, 9, 73-82.
McGinn, M., Roth, W., Boutonné, S. y Woszczyna, C. (1995). The transformation of individual and collective knowledge in elementary science classrooms that are organised as knowledge-building communities. Research in Science Education, 25(2), 163-189.
Novak, J. D. (1987). Human Constructivism: Toward a Unity of Psychological and Epistemological Meaning Making. En J. D. Novak (Ed.), Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics (pp. 349-360). New York: Departament of de Education, University of Cornell.
National Science Teachers Association (2003). Standards for science teacher preparation. Washington, DC: National Science Teachers Association. Recuperado de https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer=https://scholar.google.es/&httpsredir=1&article=1085&context=teachlearnfacpub
Osborne, R. y Freyberg, P. (1985). Learning in Science: the implications of Children’s Science. London: Heinemann Publishers.
Piaget, J. (1971). Genetic Epistemology. New York: Norton.
Posner, G., Strike, K., Hewson, P. y Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Psillos, D. (1997). Teaching introductory electricity. En A. Tiberghien, E.-L. Jossem y J. Barojas (eds.), Connecting Research in Physics Education with Teacher Education. Recuperado de http://www.physics.ohio-state.edu/~jossem/ICPE/BOOKS.html
Rogoff, B. (1990). Apprenticeships in thinking: Cognitive development in social context. New York: Oxford University Press.
Roth, W. M. (1995). Teacher questioning in an open-inquiry learning environment: interactions of context, content and student responses. Journal of Research in Science Teaching, 33, 709-736.
Roth, W. M. (2001). Situating cognition. Journal of the learning sciences, 10, 27-61.
Shayer, M. y Wylam, H. (1981). The development of the concepts of heat and temperature in 10-13 year-olds. Journal of Research in Science Teaching, 18(5), 419-434.
Shulman, L. (1987). Knowledge and Teaching. “Foundations of the New Reform”. Harvard Educational Review, 57(1), 1-21.
Sutton, C. (1992). Words, Science and Learning. London: Open University Press.
Toulmin, S. (1972). Human understanding: the collective use and evaluation of concepts. Princeton: University Press Princeton.
Viennot, L. (1979). Spontaneous Reasoning in Elementary Dynamics. European Journal of Science Education, 1(2), 205-221.
von Glasersfeld, E. (1995). Radical Constructivism: A Way of Knowing and Learning. London Washington, D. C.: The Falmer Press.
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45-69.
Vygotsky, L. S. (1986). Thought and language. London MA: MIT Press.