Concepciones sobre educación ambiental y desarrollo profesional del profesorado de ciencias experimentales en formación

Resumen

This dissertation identities the elements or pedagogical knowledge and beliefs about environmental education (PCK-8-EE) and professional development of science teachers in training. Based on the assumptions of the interpretive and critical paradigms-dialectical and, under the focus of a case study we developed a program of initial training related to educational research in the school on topics of environmental education in which twelve enrolled teachers attended the courses during 2008-2009 in the following subjects: Monographic Research and Educational Project for the Degree in Elementary Education with specialization in Natural Science at the University of Antioquia. Data were collcetcd through questionnaires, written documents andan interview. Some of them were collected in the first stage of the process, while others at the end. This was done to compare the conceptions of participating teachers in two different stages and evaluate the impact of the training program on the development of their PCK-8- EE.