<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142017000100183</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tres elementos fundamentales en la formación de docentes de ciencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Three Fundamental Elements in the Training of Science Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Três elementos fundamentais na formação de professores de ciências]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Talanquer]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Arizona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Estados Unidos</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>41</numero>
<fpage>183</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142017000100183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142017000100183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142017000100183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este ensayo se describen, analizan y discuten tres elementos formativos que se consideran fundamentales en la preparación docente, primero la conceptualización de la disciplina como forma productiva de pensar y actuar sobre el mundo; segundo, la habilidad para seleccionar y/o diseñar tareas instruccionales retadoras y activas que promuevan la construcción de explicaciones y/o soluciones a fenómenos o problemas concretos de interés. Finalmente la capacidad de implementar tareas instruccionales de manera responsiva, desde un modelo de evaluación formativa, para apoyar, enriquecer, cuestionar y dirigir el pensamiento. Se analiza que un proceso de enseñanza centrado en estos aspectos satisface múltiples metas de la educación en ciencias, tales como, desarrollar comprensiones significativas de conceptos e ideas centrales: promover la participación en diversas prácticas científicas; involucrar la argumentación y otras formas discursivas empleadas en la construcción y evaluación del conocimiento científico; diseñar soluciones de interés para estudiantes y la sociedad. Además de crear oportunidades de aprendizaje con un nivel apropiado de reto intelectual. Finalmente se reflexiona sobre la enseñanza responsiva de la disciplina, como medio para facilitar la participación equitativa y favorecer el desarrollo profesional de los docentes, quienes aprenden a responder de manera productiva a las ideas de sus estudiantes en situaciones específicas y contextos variados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper describes, analyzes and discusses three educational elements that are considered fundamental in teacher training: first, the conceptualization of the discipline as a productive way of thinking and acting about the world; second, the ability to select and/or design challenging and active instructional tasks encouraging the development of explanations and/or solutions to specific phenomena or problems of interest; finally, the ability to implement instructional tasks in a responsive manner from an educational evaluation model so as to support, enrich, question and guide the way of thinking. The article analyzes the fact that a teaching process focused in these aspects fulfills multiple science education goals, such as developing meaningful understanding of central concepts and ideas; encouraging the participation in several scientific practices; involving the argumentation and other discursive forms used in the development and evaluation of scientific knowledge; designing solutions of interest for students and society; and creating learning opportunities with an appropriate level of intellectual challenge. Finally, a reflection is made on the responsive teaching of the discipline as a means to facilitate equitable participation and favor the professional development of teachers, who learn to productively respond to the ideas of their students in specific situations and varied contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste ensaio são descritos, analisados e discutidos três elementos formativos que se consideram fundamentais na preparação docente: primeiro, a conceptualização da disciplina como forma produtiva de pensar e atuar sobre o mundo; segundo, a habilidade para selecionar ou planejar tarefas instrucionais desafiantes e ativas que possam promover a construção de explicações ou soluções para fenômenos ou problemas concretos de interesse; finalmente, a capacidade de implementar tarefas instrucionais de forma responsiva, desde um modelo de avaliação formativa para apoiar, enriquecer, questionar e dirigir o pensamento. Observa-se que um processo de ensino centrado nestes aspectos satisfaz diversos objetivos da educação em ciências como: desenvolver compreensões significativas de conceptos e ideias centrais; promover a participação em diversas práticas científicas; envolver a argumentação e outras formas discursivas empregadas na construção e avaliação do conhecimento cientifico; planejar soluções de interesse para estudantes e a sociedade, além de criar oportunidades de aprendizagem com um nível apropriado de reto intelectual. Finalmente, reflete-se sobre o ensino responsivo da disciplina como meio para facilitar a participação equitativa e favorecer o desenvolvimento profissional dos professores, que aprendem a responder de forma produtiva às ideias dos seus estudantes em situações específicas e contextos diversos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[planeación]]></kwd>
<kwd lng="es"><![CDATA[instrucción]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[planning]]></kwd>
<kwd lng="en"><![CDATA[instruction]]></kwd>
<kwd lng="en"><![CDATA[formative evaluation]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[planejamento]]></kwd>
<kwd lng="pt"><![CDATA[instrução]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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