La investigación guiada como estrategia didáctica en la enseñanza de las ciencias y su aporte en la formación del profesor

Abstract

This research proposes a training program based on the recognition of the science and guidedresearch teaching practices as a strategy to empower scientific and scholar knowledge, which may strengthen the teacher training. To achieve that, the research team identified and described the modes of Science and Environmental Education teaching, and designed a Training Program based on the guided research as a didactic strategy to teach science. It also, follows a qualitative design, with an ethnographic focus, framed in five Science and Environmental Education High School teachers in Institución Educativa Belén and in the sequential fulfillment of three phases: behaviorist, traditional and constructivist. In these phases, the category of analysis was specified: teacher training, teaching and didactic strategy and the guided research in the Science teaching. Finally, the training program design integrated pedagogical, practical and methodological fields to meet the Science teacher needs. The data was collected in ways of observation, interviews and documental analysis. Likewise, the content analysis and triangulation, as data analysis technique, were applied. The results allow the strengthening of the science teacher training from the design of a training program, centered on the guided research as a didactic strategy to meet the investigative and contextual needs of the Science teacher.