Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile

IF 1.3 4区教育学 Q2 CULTURAL STUDIES

Cultural Studies of Science Education Pub Date : 2024-07-02 DOI:10.1007/s11422-024-10226-2

Francisco Pérez-Rodríguez, Gonzalo R. Guerrero, Sebastián Donoso-Díaz

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Abstract

This article aims to analyze conceptual, epistemological, and didactic perspectives that contribute to the modeling of scientific culture in normative and curricular documents guiding initial teaching education in natural sciences programs in Chile. A qualitative approach was employed, utilizing thematic content analysis to inductively extract codes. These codes were grouped into the following categories: (1) Science literacy, (2) Science for citizenship, (3) Science education, (4) Teacher education and standards, (5) Teaching and learning process, and (6) Epistemological and didactic approaches. These categories provide insights to the modeling of scientific culture from the documents analyzed. The study concludes that the referenced model of scientific culture transcends deficit thinking and simplistic tendencies by incorporating sociocultural aspects, thus offering opportunities for a contextualized scientific education. While the model recognizes multiple cultural dimensions involved in the development of scientific literacy, there are noticeable inconsistencies in the epistemological and didactic aspects, indicating traces of ‘traditional’ visions in cultural and scientific education. Therefore, it is recommended that approaches nurturing the development of southern epistemologies and a scientific culture tailored to local contexts be integrated alongside global trends in teacher education.

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智利初始师范教育规范和课程文件中的科学文化

本文旨在分析指导智利自然科学专业初始教学教育的规范性文件和课程文件中有助于科学文化建模的概念、认识论和教学观点。本文采用了定性方法，利用主题内容分析来归纳提取代码。这些代码被分为以下几类：(1) 科学素养，(2) 公民科学，(3) 科学教育，(4) 教师教育和标准，(5) 教学过程，(6) 认识论和教学方法。这些类别从所分析的文件中为科学文化的建模提供了启示。研究得出的结论是，参考的科学文化模式超越了缺陷思维和简单化倾向，纳入了社会文化的方方面面，从而为因地制宜的科学教育提供了机会。虽然该模式承认科学素养发展涉及多个文化层面，但在认识论和教学方面存在明显的不一致，表明文化和科学教育中存在 "传统 "观点的痕迹。因此，建议将培养南方认识论和适合当地情况的科学文化的方法与师范教育的全球趋势结合起来。

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来源期刊

Cultural Studies of Science Education Multiple-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.