Doctorado en Educación
Permanent URI for this collection
Browse
Browsing Doctorado en Educación by Author "Pelegrin Ramírez, Jonathan S."
Now showing 1 - 1 of 1
Results Per Page
Sort Options
Item Orientaciones filosóficas y pedagógicas para una axiología de la actividad científica en la enseñanza de las ciencias naturales: aportes en la formación inicial de maestros(Universidad Santiago de Cali, 2023) Gutiérrez Salazar, César Augusto; Pelegrin Ramírez, Jonathan S.; Rengifo Gallego, Luz AdrianaThe actuality of the sciences fundamentally highlights the inclusion of ethical and axiological elements in the didactics of the natural sciences, as an alternative to overcome hegemonic models in the school context; supported by the rationalization, memorization and reproduction of concepts that promote a deterministic and neutral science. Faced with this, this research aims to provide philosophical, pedagogical and didactic foundations in the initial training of teachers, to favor school science from the integration of values of scientific activity, as principles that contribute to the integral formation of subjects and a citizen scientific culture. This work was approached from the qualitative-interpretative paradigm with a hermeneutic approach, enabling a deep understanding of assuming the axiological perspective of scientific activity in the current educational scenario. For this, four fundamental axes were developed: building a theoretical-epistemological framework that proposes the need for the ethical-axiological dimension in techno-scientific progress and school science. Carry out an exhaustive content analysis of the field of didactics and philosophy of science, as a commitment to integration between humanities and natural sciences, to redefine scientific education. To investigate from the systematization of the conceptions and pedagogical practices in natural sciences of a group of teachers in initial training in three university institutions of the Colombian South West, how the axiological elements imply in professional training and educational praxis. And, finally, from the reflection, triangulation and analysis of the information, a series of didactic-pedagogical orientations are proposed that can reconfigure the teaching of natural sciences, valuing the axiological rationality of scientific activity as a fundamental alternative to promote an image of science, while promoting the formation of active, critical and responsible citizens from a science committed to sustainability, human well-being and life.