Creencias epistemológicas y Prácticas pedagógicas. Una mirada diferente al proceso de enseñanza.
Archivos
Fecha
2012-06-25
Autores
Ramírez Claro, Mirialys
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Central “Marta Abreu” de Las Villas
Resumen
La siguiente investigación tiene como tema el estudio de la relación entre las
Creencias epistemológicas y los Métodos de enseñanza utilizados por los profesores
de Matemáticas del Nivel Secundaria básica, en el municipio Santa Clara. Para ello se realiza un estudio de tipo exploratorio, correlacional, no experimental, con diseño
transversal; apoyado en la metodología Cuantitativa, aunque utiliza procedimientos, e instrumentos a los que se realizan análisis propios de la metodología cualitativa.
Para el estudio de la misma se define una muestra de 99 profesores a través de un
muestreo de tipo probabilístico, a los cuales se aplica el Cuestionario de Creencias
epistemológicas (Schoomer, 1991). De ellos, 30 profesores son seleccionados de
forma intencionada para la evaluación de la segunda variable a partir de las técnicas: observación a clases y entrevistas. Finalmente se aplican estadísticos descriptivos, y las correlaciones divariadas entre ambas variables, a través del paquete estadístico SPSS. Dentro de los resultados más relevantes se encuentran la no existencia de correlaciones significativas entre las Creencias epistemológicas y los Métodos de enseñanza, atendiendo a los criterios de diferenciación de género y generacionales; lo que contrasta con las hipótesis planteadas.
The following research theme is about the study of the relationship between epistemological beliefs and teaching methods used by teachers of Basic Secondary Level Mathematics in the municipality of Santa Clara. For this, an exploratory- correlational study was utilized, not experimental, but a transversal design, supported by the Quantitative methodology, although procedures, and tools were used for the analysis carried out specifically in qualitative methodology. For this same study a sample of 99teachers were defined through a probabilistic sampling, which applies to the epistemological beliefs questionnaire (Schoomer, 1991). Of these, 30 teachers are selected intentionally for the evaluation of the second variable from the following techniques: class observation and interviews. Finally, descriptive statistics were applied, both in bivariate correlations and between the two variables, using the statistical package SPSS. Among the most relevant results are the absence of significant correlations between epistemological beliefs and teaching methods, according to the criteria of gender and generational differentiation, which contrasts with the hypotheses.
The following research theme is about the study of the relationship between epistemological beliefs and teaching methods used by teachers of Basic Secondary Level Mathematics in the municipality of Santa Clara. For this, an exploratory- correlational study was utilized, not experimental, but a transversal design, supported by the Quantitative methodology, although procedures, and tools were used for the analysis carried out specifically in qualitative methodology. For this same study a sample of 99teachers were defined through a probabilistic sampling, which applies to the epistemological beliefs questionnaire (Schoomer, 1991). Of these, 30 teachers are selected intentionally for the evaluation of the second variable from the following techniques: class observation and interviews. Finally, descriptive statistics were applied, both in bivariate correlations and between the two variables, using the statistical package SPSS. Among the most relevant results are the absence of significant correlations between epistemological beliefs and teaching methods, according to the criteria of gender and generational differentiation, which contrasts with the hypotheses.
Descripción
Palabras clave
Creencias Epistemológicas, Métodos de Enseñanza, Diferenciación de Género y Generacional, Epistemological Beliefs and Teaching Methods, Gender and Generational Differentiation