THE TRAINING OF TEACHERS IN EXACT AND NATURAL SCIENCES: SCIENCE, TECHNOLOGY AND SOCIETY PERSPECTIVE

THE TRAINING OF TEACHERS IN EXACT AND NATURAL SCIENCES: SCIENCE, TECHNOLOGY AND SOCIETY PERSPECTIVE

LA FORMACIÓN DEL PROFESORADO EN CIENCIAS EXACTAS Y NATURALES: PERSPECTIVA CIENCIA, TECNOLOGÍA Y SOCIEDAD

The teaching of the exact and natural sciences continues to be questioned from various sectors of society, and there are no agreements in their finality. One of the problems that continues to concentrate the attention on the people we investigate in science and technology education is the training of teachers at different educational levels.This training, in most cases, continues transmitting a classic view of science, which is translated into the teachers' attitudes towards it and, consequently, its teaching. If you want to form a critical citizenry and prepared to make decisions on scientific-technological issues, you should change the view on the Nature of Science (NdC) that the Teaching Training College has. One of the perspectives that are in agreement with this objective is the denominated Science, Technology and Society (STS). In this article I try to offer ideas on this topic by addressing different aspects and mention the obstacles and difficulties that are found to modify the vision of teachers. Educating for sustainability is a challenge, and in order to achieve this we should stop teaching decontextualized concepts, instead using examples of everyday life; it would be necessary to include socio-scientific questions in the lessons so that the student did not believe that the science and the people who construct it are neutral. As a proposal, I briefly present the project "Education of scientific, technological and critical thinking skills through the teaching of science and technology." Finally, I am referring to gender issues, such as the underrepresentation of women in the scientific sector, as there is still a significant vertical segregation in the sector, and I believe that the gender perspective must be taken into account to rethink pedagogically scientific education and technological.

La enseñanza de las ciencias exactas y naturales sigue siendo cuestionada desde varios sectores de la sociedad, y no hay acuerdos en su finalidad. Uno de los problemas que aún sigue concentrando la atención de las personas que investigamos en educación científica y tecnológica es la formación del profesorado en los distintos niveles educativos. Esta formación, en la mayoría de los casos, sigue trasmitiendo una visión clásica de la ciencia, que se traduce en las actitudes del profesorado al respecto y, consecuentemente, en su forma de enseñar. Si se quiere formar una ciudadanía crítica y preparada para tomar decisiones sobre temas científico-tecnológicos, habría que cambiar la visión sobre la Naturaleza de la Ciencia (NdC) que tiene el profesorado. Una de las perspectivas que están de acuerdo con ese objetivo es la denominada Ciencia, Tecnología y Sociedad (CTS). En este artículo trato de ofrecer ideas sobre este tema abordando diferentes aspectos del mismo y menciono los obstáculos y dificultades que se encuentran para modificar la visión del profesorado. Educar para la sostenibilidad es un reto, y para lograrlo deberíamos dejar de enseñar conceptos descontextualizados, utilizando en cambio ejemplos de la vida cotidiana; habría que incluir cuestiones socio-científicas en las clases para que el estudiantado dejara de creer que la ciencia y las personas que la construyen son neutrales. Como propuesta para contribuir a ello, presento brevemente el proyecto “Educación de las competencias científica, tecnológica y pensamiento crítico mediante la enseñanza de temas de naturaleza de ciencia y tecnología”. Por último, me refiero a cuestiones de género, como la infrarrepresentación de las mujeres en el sector científico, ya que en el mismo aún existe una segregación vertical importante, y creo que la perspectiva de géneros debe tenerse en cuenta para repensar pedagógicamente la educación científica y tecnológica.ABSTRACTThe teaching of the exact and natural sciences continues to be questioned from various sectors of society, and there are no agreements in their finality. One of the problems that continues to concentrate the attention on the people we investigate in science and technology education is the training of teachers at different educational levels.This training, in most cases, continues transmitting a classic view of science, which is translated into the teachers' attitudes towards it and, consequently, its teaching. If you want to form a critical citizenry and prepared to make decisions on scientific-technological issues, you should change the view on the Nature of Science (NdC) that the Teaching Training College has. One of the perspectives that are in agreement with this objective is the denominated Science, Technology and Society (STS). In this article I try to offer ideas on this topic by addressing different aspects and mention the obstacles and difficulties that are found to modify the vision of teachers. Educating for sustainability is a challenge, and in order to achieve this we should stop teaching decontextualized concepts, instead using examples of everyday life; it would be necessary to include socio-scientific questions in the lessons so that the student did not believe that the science and the people who construct it are neutral. As a proposal, I briefly present the project "Education of scientific, technological and critical thinking skills through the teaching of science and technology." Finally, I am referring to gender issues, such as the underrepresentation of women in the scientific sector, as there is still a significant vertical segregation in the sector, and I believe that the gender perspective must be taken into account to rethink pedagogically scientific education and technological.Keywords: Teacher training, science and technology education, nature of science, STS perspective.

PORRO, Silvia

Derechos de autor 2017 Revista CUADERNOS FHyCS-UNJu / Open Journal System

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