Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

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This work is part of a research project based on the teacher-centered mediational model, which seeks to develop methodologies, procedures and instruments to study explicit and implicit epistemological and didactic beliefs of middle level science teachers (in training and in practice). The work presented has the following objectives: To describe and characterize (as part of the ethnographic methodology and using two inventories) some explicit didactic beliefs of a science teacher at the intermediate level (taken as a case) and to compare them with the implicit ones, obtained during the same ethnographic study (using as an interpretative framework for the explicit and implicit levels the same substantive theory with respect to these didactic beliefs). The methodology used in the ethnographic research focused on the topic (epistemological and didactic beliefs) is described. The explicit didactic beliefs of the case teacher were studied with the Inventory of Didactic and Epistemological Beliefs ([CDE]), developed by the work team, and with the Inventory of Pedagogical and Scientific Beliefs (INPECIP), developed by Porlán Ariza (1989). Responses to both inventories were analyzed using the substantive theory used to develop the JCDE. Some explicit didactic beliefs of the teacher were described and characterized. These were compared with implicit beliefs (inferred from other data sources and analyzed with the same theoretical framework).

Repercussions of Darwinism: between science and ideology. Interview with Dr. Nelio Bizzo

The value of disciplines in teacher education

Reflections on education in times of crisis

Mathematics for what?

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Transversality is a relatively new topic in education which, due to its globalizing approach to facts and phenomena, has the historical possibility of confronting the compartmentalized conception of knowledge that has characterized teaching. Although cross-cutting themes offer a new way of selecting and prioritizing contents and delimiting educational problems, and the possibility of breaking down the traditional boundaries between disciplines, their presence in the classroom is episodic and restricted. Because of this, we believe that it is very important to advance in the systematization of this innovative educational experience in the teaching of experimental sciences. Our model responds to a teaching process that allows, through the transversality of the contents involved in the terrestrialization of vertebrates, students to gradually reach higher and integrated levels of knowledge related to experimental sciences, within the framework of the particular domains of biology, animal anatomy and physiology, ecology, geology, evolution, paleontology, physics, etc. Thus, the construction of knowledge would not be a linear process, with a fixed sequence in the treatment of concepts, but a process of continuous reorganization in which, without neglecting the deepening of each concept, increasingly broader and more complex networks of knowledge are built.