Didáctica y enseñanza de las Ciencias en grado transición

Abstract

En el marco de la formación docente y los procesos de aprendizaje en el grado transición es indispensable reconocer las divergencias entre la didáctica y la enseñanza de las Ciencias, siendo la primera aquella disciplina que estudia la enseñanza y concibiendo la segunda como su objeto de estudio. En este artículo, de revisión temática, se presenta, valga la redundancia, una revisión de investigaciones y artículos que conceptualizan ambos conceptos, en donde se evidenció que los maestros suelen relacionar la didáctica con estrategias para la enseñanza presentando dificultades para distinguir su verdadera naturaleza, lo que implica confusiones en el campo de la práctica y sus reflexiones.

In the framework of teacher training and learning processes in the transition grade, it is essential to recognize the divergences between didactics and Science teaching, the former being the discipline that studies teaching and conceiving the latter as its object of study. This thematic reflection article presents a review of research and articles that conceptualize both concepts, where it was evidenced that teachers tend to relate didactics with teaching strategies, presenting difficulties in distinguishing their true nature, which implies confusions in the field of practice and their reflections.

In the framework of teacher training and learning processes in the transition grade, it is essential to recognize the divergences between didactics and Science teaching, the former being the discipline that studies teaching and conceiving the latter as its object of study. This thematic reflection article presents a review of research and articles that conceptualize both concepts, where it was evidenced that teachers tend to relate didactics with teaching strategies, presenting difficulties in distinguishing their true nature, which implies confusions in the field of practice and their reflections.