Concepciones sobre ciencia, enseñanza y aprendizaje de los profesores de la Universidad de Cuenca y la relación con sus prácticas docentes e investigativas

Abstract

Science, since it became the main way of explaining reality and was socialized through school, has had and continues having a fundamental impact on the development of our history as human beings, since it has been shaping our culture, and, above all, our way of thinking, contributing to the formation of a conception of man, the world and society. In this sense, epistemology, specifically, the conceptions of science are closely linked to teaching. With de purpose of reflecting about the pedagogical task and initiating an educational resignification -from the evident fact that we live in a deep crisis of our certainties and require new methods and instruments of thought and action, in relation to creation, diffusion and application of knowledge- we inquire into the conceptions and practices of university professors about the meaning of science, its teaching and learning. The methodological proposal has a phenomenological qualitative approach. The case study is selected as method, in-depth interviews and documentary analysis are chosen as data production techniques. The results show a profile of teachers defined by an eclectic tendency towards science, and by a constructivist tendency on learning and teaching. It is detected that there is a lack of epistemological coherence between the conceptions of science and the teaching model of teachers.