参加非正式教育场所利用培训项目后科学教师观念的变化

D. Bustamante, C. Vanegas
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引用次数: 2

摘要

本研究的目的是了解教师在参加非正式教育场所使用培训计划后,对教师的看法可能会发生怎样的变化。该研究的设计是民族志的,其方法是定性的。本研究根据小学教师、生物教师、物理教师等学科领域,对三个多重案例进行分析。分析的重点是参与者的话语,建立了八个类别,这些类别先前通过时间和工具的三角测量进行了验证。研究结果表明,参与者能够重构他们对NFEP在教学中使用的想法,主要表现为本体论和认识论的变化,本文对此进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Change of the ideas of science teachers after participation in a training program on the use of non-formal educational places
The objective of this study is to understand how the perception of teachers might change after they participate in a training program on the use of non-formal educational places (NFEP). The design of the study is ethnographic and its methodology is qualitative. The study comprehends the analysis of three multiple cases according to the disciplinary area, including teachers of primary education, biology, and physics. The analysis was focused on the discourse of the participants, establishing eight categories which were previously validated through triangulation by time and by instruments. The study concludes that the participants were able to restructure their ideas about the use of NFEP for teaching, showing mainly ontological and epistemological changes, which are discussed in the paper.
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