Area
natural Sciences
Sub-Discipline
Other Natural Sciences
Pontifical Catholic University of Valparaíso
- City: Valparaìso,
- Commune: Valparaìso,
- Region: Valparaìso Region
goals
• The fundamental objective of the Doctorate program in Science Didactics is to train researchers of excellence with high ethical standards, with a complete and updated understanding of various theoretical and methodological approaches to the didactic processes involved in Science Teaching and Learning. (biology, chemistry, physics, geography). Graduates are expected to be able to generate and communicate scientific knowledge in a learning community, developing and proposing solutions to current problems in science education, through research, innovation and development projects, favoring collaboration and interdisciplinary work. .
Applicant Profile
• The Doctorate Program in Science Didactics is aimed at undergraduate or postgraduate graduates in didactics of science, science, education or related disciplines.
Graduate profile
The graduate of the Program will be able to design and carry out research, innovation and development proposals of the highest level in science didactics, relevant and pertinent to the local, national or international educational context, from an interdisciplinary perspective. The graduate's competencies are: 1) Design and carry out research proposals, in accordance with ethical standards and scientific rigor, oriented towards the production of original and relevant scientific knowledge in the field of science didactics;
2) Demonstrate a systematic and deep understanding of the epistemological, conceptual and didactic elements of science;
3) Develop and propose solutions to current problems in science education, through innovation and development projects, relevant to the local, national or international educational context; and
4) Develop instances of interdisciplinary work, interacting constructively with others, favoring dialogue, collaboration and coexistence.
Lines of investigation
Science teacher professional development:
This line aims to study the development, growth and professional knowledge of the teacher, both in training (initial or continuous), and in practice. This includes the study (and self-study) of aspects of the personal and professional dimension of the science teacher, such as their beliefs, attitudes, feelings, pedagogical knowledge of the content and characteristics of their own practice. It also involves the study of the conditions that affect the scientific and didactic training of the teacher, throughout their entire professional career, as well as the working conditions that affect the work of the science teacher. Finally, this line delves into the processes of reflection and transformation of practice, including the relevance of collaborative work and the connection with socio-scientific problems, their context and their territory.
Science teaching and learning:
This line aims to study, develop and build knowledge around the design of science teaching and learning processes. This includes from the field of science learning, its conceptual, cognitive (and metacognitive), affective and social understanding. In terms of learning processes, it involves understanding how to promote connected and organized ideas around important core concepts or models, as well as understanding the function of language and the promotion of cognitive-linguistic skills. Regarding the science teaching processes, it includes the study and design of interventions, curricula, the role of different structures of progressions and sequences, the semiotic analysis of textbooks, of specific immersive or technological resources, or various scenarios for teaching both Natural Sciences and Earth and Space Sciences.
Philosophy, Epistemology, Nature and History of Science
This line aims to generate knowledge in the field of teaching and understanding science as a human activity. The nature of knowledge and scientific work are proposed as essential components for the scientific literacy of students. In this line of research, different philosophical and historical approaches to knowledge and scientific work are explored, as well as the ways in which these visions can be promoted in the context of science education. To achieve this objective, both theoretical and empirical approaches and both quantitative and qualitative research approaches are used.