El pensamiento docente como práctica pedagógica: Un estudio en docentes de educación básica a propósito del uso pedagógico de la argumentación en ciencias

Antonia Larrain; Maribel Calderón; Marisol Gómez; Joaquín Grez; Gabriel Sánchez; Maximiliano Silva; Patricia López; Jorge Pinochet; María José Carreño; Cecilia Ramos; Hugo Tapia; Pablo Castro

doi:10.4067/S0718-07052022000200057

El pensamiento docente como práctica pedagógica: Un estudio en docentes de educación básica a propósito del uso pedagógico de la argumentación en ciencias

Translated title of the contribution: Teacher thinking as pedagogical practice: A study with teachers in primary school regarding the pedagogical use of argumentation in science

Antonia Larrain, Maribel Calderón, Marisol Gómez, Joaquín Grez, Gabriel Sánchez, Maximiliano Silva, Patricia López, Jorge Pinochet, María José Carreño, Cecilia Ramos, Hugo Tapia, Pablo Castro

Faculty of Education

Research output: Contribution to journal › Article › peer-review

Abstract

This paper reports a study aimed at understanding the way primary science teachers articulate their beliefs and knowledge in a context of pedagogical transformation towards the pedagogical use of argumentation. 10 fourth grade science teachers participated in two interviews, in which pedagogical and disciplinary knowledge, epistemological beliefs and beliefs regarding nature of science, and teaching and learning, were explored. Results showed that teachers articulate knowledge and beliefs in a complex and heterogeneous manner. Moreover, the center of articulation of these beliefs and knowledge is both the avoidance of innovations that are perceived as unnecessary risks, and fear of not being able to respond to students’ thinking.

Translated title of the contribution	Teacher thinking as pedagogical practice: A study with teachers in primary school regarding the pedagogical use of argumentation in science
Original language	Spanish
Pages (from-to)	57-79
Number of pages	23
Journal	Estudios Pedagogicos
Volume	48
Issue number	2
DOIs	https://doi.org/10.4067/S0718-07052022000200057
State	Published - 2022

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© 2022, Estudios Pedagogicos.All Rights Reserved.

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10.4067/S0718-07052022000200057

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Larrain, A., Calderón, M., Gómez, M., Grez, J., Sánchez, G., Silva, M., López, P., Pinochet, J., Carreño, M. J., Ramos, C., Tapia, H., & Castro, P. (2022). El pensamiento docente como práctica pedagógica: Un estudio en docentes de educación básica a propósito del uso pedagógico de la argumentación en ciencias. Estudios Pedagogicos, 48(2), 57-79. https://doi.org/10.4067/S0718-07052022000200057

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title = "El pensamiento docente como pr{\'a}ctica pedag{\'o}gica: Un estudio en docentes de educaci{\'o}n b{\'a}sica a prop{\'o}sito del uso pedag{\'o}gico de la argumentaci{\'o}n en ciencias",

abstract = "This paper reports a study aimed at understanding the way primary science teachers articulate their beliefs and knowledge in a context of pedagogical transformation towards the pedagogical use of argumentation. 10 fourth grade science teachers participated in two interviews, in which pedagogical and disciplinary knowledge, epistemological beliefs and beliefs regarding nature of science, and teaching and learning, were explored. Results showed that teachers articulate knowledge and beliefs in a complex and heterogeneous manner. Moreover, the center of articulation of these beliefs and knowledge is both the avoidance of innovations that are perceived as unnecessary risks, and fear of not being able to respond to students{\textquoteright} thinking.",

keywords = "Argumentation, Science teaching, Teacher cognition, Teacher thinking",

author = "Antonia Larrain and Maribel Calder{\'o}n and Marisol G{\'o}mez and Joaqu{\'i}n Grez and Gabriel S{\'a}nchez and Maximiliano Silva and Patricia L{\'o}pez and Jorge Pinochet and Carre{\~n}o, {Mar{\'i}a Jos{\'e}} and Cecilia Ramos and Hugo Tapia and Pablo Castro",

year = "2022",

doi = "10.4067/S0718-07052022000200057",

language = "Spanish",

volume = "48",

pages = "57--79",

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Larrain, A, Calderón, M, Gómez, M, Grez, J, Sánchez, G, Silva, M, López, P, Pinochet, J, Carreño, MJ, Ramos, C, Tapia, H & Castro, P 2022, 'El pensamiento docente como práctica pedagógica: Un estudio en docentes de educación básica a propósito del uso pedagógico de la argumentación en ciencias', Estudios Pedagogicos, vol. 48, no. 2, pp. 57-79. https://doi.org/10.4067/S0718-07052022000200057

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T1 - El pensamiento docente como práctica pedagógica

T2 - Un estudio en docentes de educación básica a propósito del uso pedagógico de la argumentación en ciencias

AU - Larrain, Antonia

AU - Calderón, Maribel

AU - Gómez, Marisol

AU - Grez, Joaquín

AU - Sánchez, Gabriel

AU - Silva, Maximiliano

AU - López, Patricia

AU - Pinochet, Jorge

AU - Carreño, María José

AU - Ramos, Cecilia

AU - Tapia, Hugo

AU - Castro, Pablo

PY - 2022

Y1 - 2022

N2 - This paper reports a study aimed at understanding the way primary science teachers articulate their beliefs and knowledge in a context of pedagogical transformation towards the pedagogical use of argumentation. 10 fourth grade science teachers participated in two interviews, in which pedagogical and disciplinary knowledge, epistemological beliefs and beliefs regarding nature of science, and teaching and learning, were explored. Results showed that teachers articulate knowledge and beliefs in a complex and heterogeneous manner. Moreover, the center of articulation of these beliefs and knowledge is both the avoidance of innovations that are perceived as unnecessary risks, and fear of not being able to respond to students’ thinking.

AB - This paper reports a study aimed at understanding the way primary science teachers articulate their beliefs and knowledge in a context of pedagogical transformation towards the pedagogical use of argumentation. 10 fourth grade science teachers participated in two interviews, in which pedagogical and disciplinary knowledge, epistemological beliefs and beliefs regarding nature of science, and teaching and learning, were explored. Results showed that teachers articulate knowledge and beliefs in a complex and heterogeneous manner. Moreover, the center of articulation of these beliefs and knowledge is both the avoidance of innovations that are perceived as unnecessary risks, and fear of not being able to respond to students’ thinking.

KW - Argumentation

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KW - Teacher cognition

KW - Teacher thinking

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AN - SCOPUS:85146763936

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El pensamiento docente como práctica pedagógica: Un estudio en docentes de educación básica a propósito del uso pedagógico de la argumentación en ciencias

Abstract

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