TEACHER MENTAL REPRESENTATIONS ABOUT THE UNIVERSE, THE COSMOLOGICAL MODELS THAT EXPLAIN AND IMPLEMENT A STRATEGY TO PROMOTE METHODOLOGICAL DEVELOPMENTS.Author:
LARIOS DE RODRÍGUEZ BERENICE.
Year:
2006.
University:
BURGOS [
www.ubu.es].
Place of defense: FACULTAD DE DERECHO.
Place of preparation: FACULTAD DE HUMANIDADES Y EDUCACIÓN.
Summary: The process changing, enriching, non-linear, knowledge of the universe, according to the results of this investigation, has failed to cross the threshold into the classrooms of educational institutions of different levels of education in our country, although it appears for research findings made in other contexts and latitude that this is a common weakness is that science education worldwide. Although not seem momentous, the previous inference is of great importance if one takes into account that behind the current cosmological models there is a wealth of scientific knowledge developed in the course of the twentieth century, whose laws, principles and theories are not part of the scientific heritage graduates students at different levels of education. The research was conducted in two phases, an exploratory, from which characterized the mental representations of science teachers about the universe and the elements included in the cosmological models that explain and the other pilot, which applied a methodological strategy inspired in the meeting points of the theories of mental models of Johnson-Laird and fields conceptual Gérard Vergnaud, whose aim was to promote the development of those mental approaching the representadores to a higher level of knowledge about the theories and models cosmological recent. Over a period of three years, with science teachers and other professionals who frequent the planetarium of Barranquilla, the strategy was implemented, allowing link the mental representations of people with the level of understanding that they have a problem and revealing for example, that training in science which will be offered to students not allowing them to structure scientifically valid representations about the universe, in particular, science education offered to trainees in professions related to the Natural Sciences, revealed no difference between their representations about the universe and the representations of other professionals trained not to mettle of the so-called hard sciences, and reveal that the evolución-transformación of mental representations of the subject is a process not only parsimonioso, as expressed Vergnaud, but complex, as it involves both the ecology conceptual subjects such as interest, necessity, attitude to the profession and conditions of context, among others.
