Representaciones sociales en docentes y la didáctica de las ciencias naturales

Abstract

Social representations guide the behaviors of the subjects and, therefore, guide the actions of teachers. Although there have been studies on social representations in different areas of teaching, these have been in environmental education, gender studies, curriculum and various educational reforms. However, most of these investigations have not been developed to know to what extent the social representations that teachers have in their daily practice influence. For this reason, the objective of this monographic work was to demonstrate bibliographically the relationship that exists between social representations in teachers and the didactics of Natural Sciences. For this, readings, comparisons, text analysis, summary sheets and graphic organizers were carried out, considering physical and digital bibliographic reviews. This allowed us to know that social representations play a fundamental role within the teaching-learning process of Natural Sciences. So, the social representation that the teacher has, will probably lead him to act in coherence with a certain didactic model of Natural Sciences that shares aspects with the social representation that the teacher has.