Repositorio Institucional
Sistema de Bibliotecas Universidad Finis Terrae
El Repositorio Institucional de la Universidad FinisTerrae, es gestionado por el Sistema de Bibliotecas y tiene por objetivo permitir el acceso libre a la producción académica e institucional de la Universidad, aumentando la visibilidad de sus contenidos y garantizando su conservación.
Envíos recientes
Chapter 19: Teaching Biology: What Research Says?
(Routledge, 2023) Cofré, Hernán; Vergara, Claudia; Santibáñez Gómez, David; Núñez, Paola; McComas, William
Biology education, a feld of study that focuses attention and research on efective instruction in the life sciences, is also known as the didactics of biology in parts of Europe (McComas et al., 2018; Reiss & Kampourakis, 2018) and South America (Cofré et al., 2021). Global climate change, biological evolution denial, maintenance of human health issues, the need of sustainable agriculture, sex education, and the emergence of and reaction to infectious diseases are some vital themes that require people around the globe to achieve high levels of practical biological literacy. As the COVID-19 pandemic has shown, many politicians, journalists, students, and members of the public alike fail to understand basic biological concepts and likewise misunderstand how science itself functions, which in turn has led them on many occasions to make poor decisions about their own health and the well-being of the population at large (Dillon & Avraamidou, 2020). So, while we feel it unnecessary to make the case that biology is a vital discipline of science, we are compelled to ask if the huge number of studies conducted in the feld of biology education have done or might potentially do something to improve teaching and public communication of vital and interesting content with the feld of biology efectively targeting misconceptions of life science content while contributing to enhanced learning outcomes of students (McComas et al., 2018). A frst step to be able to answer this question is to try to review, systematize, and critically analyze this large amount of scientifc production. In this chapter, we continue the work started in previous handbooks and that was conducted recently by Kampourakis and Reiss (2018) and their many co-authors. Thus, we have reviewed trends and issues in biology teaching within the science education literature broadly, with some additions, such as the work of McComas et al. (2018), who recently considered “grand challenges” in biology education.
Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge
(Modestum, 2025-02-13) Santibáñez Gómez, David; Vega, Alejandro; Cofré, Hernán; Salas, Natalia; Adsuar, José
Pedagogical content knowledge (PCK) is a key construct that emerges as distinct from both pedagogical and disciplinary knowledge, essential for understanding how teacher training should be structured. Since its genesis, it has been the subject of thousands of studies, and although there are reviews within each disciplinary PCK area (e.g., PCK in mathematics), there are no bibliometric analyses that allow for the recognition of trends and gaps in productivity in the field of teaching in general. The aim of the present study was to identify such patterns through a review of high-impact specialized journals. For this purpose, 1,942 Web of Science articles were analyzed with various bibliometric parameters and digital visualization software. The results show a series of trends not described in previous literature. The implications for research on teacher training are discussed, considering the initial intent behind the construct's formulation and its relevance to contemporary educational challenges, and new lines of research are proposed.
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?
(Routledge, 2021-04-24) Lederman, Judith; Lederman, Norman; Bartels, Selina; Jiménez, Juan Paulo; Santibáñez Gómez, David
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students’ NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students’ understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. https:// doi.org/10.1002/tea. 21512]. This study documents and discusses graduating high school students’ understandings and compares their understandings to seventh grade students’ understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world.
A map of collective pedagogical content knowledge as a basis for studying the development of biology teachers’ personal PCK of evolution
(Routledge, 2024-08-02) Vergara, Claudia; Bassaber, Arlette; Núñez Nieto, Paola; Becerra, Beatriz; Hurtado, Harold; Santibáñez Gómez, David; Cofré, Hernán
In the past few decades, a large body of research has been conducted on pedagogical content knowledge (PCK), but further empirical and theoretical studies are needed to enhance our understanding of PCK development. This study aimed to describe the development of PCK of evolution in a group of biology teachers using a modified version of the refined consensus model (Mixed Model), including the five components of PCK from the model elaborated by Magnusson et al. (1999). The qualitative research design involved multiple study cases, including semi- structured interviews and lesson plan meetings. A collective PCK (cPCK) map was generated via content representation interviews with six expert biology teachers and scholars. The ideas expressed by three or more experts were then included in the cPCK map, which was used to assess the personal PCK (pPCK) development of a different group of seven biology schoolteachers using three traits: map area, map shape, and the identity of the concepts included in the map. The findings show that the development of teachers’ pPCK was mainly due to the increase in the map area resulting from the inclusion of new concepts belonging to knowledge of students learning and to the knowledge associated with strategies.
Propuestas de actividades para enseñar naturaleza de la ciencia utilizando la historia de la biología
(Pontificia Universidad Católica de Valparaíso, 2023-07-21) Cofré, Hernán; González, Eyleen; Peña, Bruno; Figueroa, Pablo; Estay, Natalia; Muñoz, Ana; Santibáñez Gómez, David
El presente trabajo presenta una colección de 4 propuestas de actividades para la comprensión de la naturaleza de la ciencia (NOS) usando la historia de la biología como contexto de enseñanza. Dado que nuestro currículum declara explícitamente que la NOS debe ser enseñanza y comprendida junto a cada uno de los objetivos de aprendizaje, se hace muy importante que las y los profesores tengan acceso a ejemplos de como poder cumplir este objetivo en las aulas