Abstract

QUIROZ-LONDONO, Felipe Alejandro. The Role of Refection and Didactic Mediation in the Teaching of the Natural Sciences: a Case Study of Teachers in Formation. Rev. Fac. Cienc. Tecnol. [online]. 2020, n.47, pp.161-178. ISSN 0121-3814.  https://doi.org/10.17227/ted.num47-6558.

This research aims to determine how reflection and didactic mediation contribute to the teacher education processes in natural sciences and environmental education. To this end, it addresses didactic mediation, practice from an experimental approach and reflection in action, highlighting the importance of disciplinary knowledge, experimental practices and reflection as a continuous process that contributes to the improvement of teaching praxis. The methodological approach is based on a case study, in which two teachers are trained in the basic education program with emphasis on teaching natural sciences and environmental education, enrolled in the Didactic Mediation course, offered during an academic period to students of seventh semester, with an intensity of 3 hours weekly, during 16 sessions in total. The above takes place in four moments: 1) the academic characterization of the students; (2) qualification of teachers in training, a process in which didactic mediation and reflection play a fundamental role; (3) the analysis of different film records of pre-service teachers in their role in the classroom; and (4) the recording of information, analysis and conclusions. Finally, it is highlighted the relevance of didactic mediation and reflection as tools that contribute to improving teacher training processes.

Keywords : teaching mediation; experimental practices; reflection; teacher training.

        · abstract in Spanish | Portuguese     · text in Spanish     · Spanish ( pdf )