O impacto do ensino de estratégias de resolução de problemas no desempenho dos professores de ciências em formação na resolução de questões de múltipla escolha

Emine Hatun Diken

doi:10.22633/rpge.v29iesp3.20699

Autores/as

Emine Hatun Diken Kafkas University https://orcid.org/0000-0003-3922-2535

DOI:

https://doi.org/10.22633/rpge.v29iesp3.20699

Palabras clave:

Resolución de problemas, Estrategias de resolución de problemas, Enseñanza de estrategias, Estrategia cognitiva, Estrategia metacognitiva

Resumen

Este estudio investiga el efecto de la enseñanza de estrategias de resolución de problemas sobre el rendimiento de los profesores de ciencias en formación al responder a preguntas de opción múltiple. Adoptando un diseño de estudio de caso cualitativo, la investigación involucró a seis profesores de segundo año del Departamento de Educación en Ciencias de una universidad en la provincia de Kars. Los datos se recopilaron mediante seis preguntas de opción múltiple de Física, Química y Biología, junto con un formulario de entrevista semiestructurada. Realizado a lo largo de cuatro semanas en el curso «Enfoques de aprendizaje y enseñanza de las ciencias», el estudio examinó las estrategias y la precisión de los participantes antes y después de la instrucción en métodos cognitivos y metacognitivos de resolución de problemas. El análisis del contenido reveló que, después de recibir instrucciones, los participantes utilizaron una gama más amplia de estrategias cognitivas y metacognitivas de manera más eficaz. Además, se observó una mejora moderada en el número de respuestas correctas. Estos resultados indican que la enseñanza de estrategias de resolución de problemas influye positivamente en el rendimiento de los profesores en formación en preguntas de ciencias de opción múltiple.

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Biografía del autor/a

Emine Hatun Diken, Kafkas University

Kafkas University, Dedekorkut Faculty of Education, Kars, Turkey.

Citas

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