Mario Quintanilla Gatica

Resolución de problemas científicos desde la historia de la ciencia: retos y desafíos para promover competencias cognitivo lingüísticas en la química escolar

The objective of this article is to approach the resolution of problems in the construction of knowledge in school science. In first place, show some aspects from specialized Literature. Later, we describe a historical episode of the discussion of Lavoisier and Priestley in S.XVIII about the combustion of the air. This is to be used as a strategy that promotes linguistic cognitive strengths. Finally, we propose some methodological directives to orient professors of chemistry to profit from these findings.

Concepciones epistemológicas del profesorado de biología en ejercicio sobre la enseñanza de la biología

We consider as important teachers conceptions of teaching biology and their relation to the development of scientific thinking competencies (STC), so we have decided to identify and characterize notions of science education (SE) and how these affect the development of STC, We have departed from the application of a Likert type questionnaire and follow an analysis of the information from the viewpoint of a pragmatic realist epistemology. Teachers reported representations derived from the questionnaire are supplemented with results of textual in-depth interviews, group discussion and a (theory-oriented) teachers workshop. Main results indicate that Science Education is guided by a conception of a traditional learning methodology, which limits itself to the transmission of encyclopedic knowledge with a token of technological epistemology that it does not consider in the teaching rationales, teaching for the development of STC.

La importancia de la Historia de la Química en la enseñanza escolar: análisis del pensamiento y elaboración de material didáctico de profesores en formación

The recognition of the importance of incorporating metascientific disciplines in the professional educational practice is one of the aspects in which the research in Didactics of the Sciences is focusing nowadays. In this study we analyze several factors found in the thought of a group of teachers in relation to the didactic implications of including the history of the Chemistry in the sequences of education. In a progressive order of autonomy, in the first phase it is valued to theoretical level, in the second one, materials are analyzed by different didactic approaches, and in the third phase they create their own materials. In the fourth phase we analyze the coherence degree in the previous phases, and a representative sample is chosen among the participants, to be interviewed in the fifth phase.

La cultura de la ciencia: contribuciones para desarrollar competencias de pensamiento científico en un encuentro con la diversidad

The present article emphasizes on the importance and the role of the sciences, as complex human activities, in the field of applications inside the school context, keeping in mind the values of the pupil and the objectives of the school. Therefore, the importance of outlining scientific competitions, defined as integrations of knowledge, abilities, attitudes, values and responsibilities. In order to achieve a more profound view, a series of questions are made that should be kept in mind when a curriculum of sciences is build.