Scientific explanation in science teachers

Abstract

This study analyzed the scientific explanations given by a group of teachers of basic secondary education. A qualitative and interpretive research was designed with a case study from which the profile of the explanations used by teachers when teaching scientific phenomena was identified. For the analysis of the information, the ATLAS.ti software (a set of tools for the qualitative analysis of interviews and focus groups) was used, through which the semantic networks were designed that allowed the elaboration of tables to show the presence or absence, during class time, of the behaviors associated with the categories of analysis. The results showed that the explanations made by the teachers are characterized by the description of the phenomena, by the causal explanation model and using the scientific method. The present Study showed that this teaching activity inherent in the daily pedagogical practice of teachers is guided by a one-way communication process. Finally, the implications of the construction of explanations in the teaching exercise and the impact of this scientific practice on the training of students were discussed. © 2022 Facultad de Quimica, UNAM. All rights reserved.