La valoración de los maestros sobre la utilización didáctica de las ideas de los alumnos

Abstract

One of the indicators of quality in science education is the teaching that makes use of the students' ideas. Both the primary curriculum as in the Master's Degree refers to it. However, existing teachers and training do you give so much importance? Do you use a lot of that ability in practice? Are they considered adequately trained to exercise it? What do they mean for a teacher the students' ideas? These questions are addressed using data from questionnaires and interviews with different samples of teachers in training and active. The results indicate that teachers do not give special importance to this capability, using the ideas of students just starting the topic, not considered highly trained to use it and report a wide range of meanings: the ideas are opinions, experiences, errors, level of knowledge or even a form of motivation and participation. All this is far removed from the approach to the Science Education considers students' ideas. Finally, we discuss the implications that are given for the initial training of teachers.