Análisis reflexivo de profesores de ciencias de secundaria en formación inicial en torno a diferentes secuencias didácticas

In this article the dynamics of reflection brought about in groups of future secondary education teachers of Natural Sciences in the context of initial training is analysed. These students discussed didactic sequences representing different trends in science education. The sequences were designed by the professor to illustrate strategies such as "discovery learning", "conceptual change", "research teaching by setting problems" and "CTS approaches"(Jiménez-Tenorio y Oliva, 2016). In particular, perceptions displayed around them and their comparisons are described. The aspects considered for sequence analysis were: the activity and initiative granted to the student, the role of the questions as organizers of the activity, the role assigned to the students’ conceptions, transmitted processes and images of science, and connections with daily life, among others. The results showed the perceptions of students about the strategies, were much closer to the didactic intention expected by the professor when the strategies were designed. This reflects the potential of the activity posed as a resource for initial training, and shows an acceptable performance of the participants in its realization.Se analiza la dinámica de reflexión propiciada en grupos de futuros profesores de Ciencias de la Naturaleza de educación secundaria en un contexto de formación inicial, durante el análisis de secuencias didácticas representativas de distintas tendencias de enseñanza de las ciencias. Las secuencias fueron diseñadas por los formadores para ilustrar estrategias tales como las de “aprendizaje por descubrimiento”, “cambio conceptual”, “enseñanza por investigación en torno a problemas” y “enfoques CTS” (Jiménez-Tenorio y Oliva, 2016). Concretamente, se describen las percepciones mostradas en torno a ellas y sus comparaciones. Las dimensiones contempladas para el análisis de las secuencias fueron: la actividad e iniciativa concedida al estudiante, el papel de las preguntas como organizadores del discurso, el rol asignado a las concepciones del alumnado, los procesos e imágenes de la ciencia promovidos, y las conexiones con la vida diaria, entre otros. Los resultados mostraron percepciones sobre las estrategias muy próximas a la intencionalidad didáctica prevista por el formador al diseñar las mismas, lo que sugiere la potencialidad de la actividad planteada como recurso para la formación inicial, y evidencia un aceptable desempeño de los participantes en su realización.Palabras claves: enseñanza de las ciencias; estrategias didácticas; formación del profesorado de educación secundaria; recursos en formación docente; secuencias didácticas.Reflective analysis of secondary science teachers in initial formation around different didactic sequencesIn this article the dynamics of reflection brought about in groups of future secondary education teachers of Natural Sciences in the context of initial training is analysed. These students discussed didactic sequences representing different trends in science education. The sequences were designed by the professor to illustrate strategies such as "discovery learning", "conceptual change", "research teaching by setting problems" and "CTS approaches"(Jiménez-Tenorio y Oliva, 2016). In particular, perceptions displayed around them and their comparisons are described. The aspects considered for sequence analysis were: the activity and initiative granted to the student, the role of the questions as organizers of the activity, the role assigned to the students’ conceptions, transmitted processes and images of science, and connections with daily life, among others. The results showed the perceptions of students about the strategies, were much closer to the didactic intention expected by the professor when the strategies were designed. This reflects the potential of the activity posed as a resource for initial training, and shows an acceptable performance of the participants in its realization.Keywords: science teaching, didactic strategies, training of secondary school teachers, resource for teachers, didactic sequence