Some Research on Learning Sciences at UNMP

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Perceptions and Beliefs in Teaching and Learning Sciences at UNMP 

What are the theoretical approaches that university teachers of Sciences have? The possibility to explore the nature of a myriad of beliefs and conceptions that teachers of Sciences have in the National University of Mar del Plata (UNMP) has generated wide interest to the present research. Behaviorism and constructivism approaches and its relation are deeply analysed.

Meaningful questions appear as starting points to our proposal. What is teaching Sciences at university? How do teachers assess? And what is being assess? Vilanova, Mateos-Sanz, & García, (2011), have stated though-provoking evidence which will be taken into account as previous literature.  An exploratory research was implemented. One hundred participants were surveyed and interviewed to analyse inner learning and assessment perceptions and beliefs. Results evidence have indicated that teachers generally based their teaching mediations on constructivism theoretical approach, however some important inquiries arouse to the researchers that might lead to a further observation and analysis. 

The present study aims to deeper analyse on  main aspects of university teachers’ development and daily teaching and assessment activities. The researchers are being part of the investigation as the aim is to lead educators to improve and be aware of theoretical principles and approaches being displayed.  Classes and lectures are being observed in detail. Exploratory techniques tools and case studies were designed purposefully to collect some data and to facilitate a deliberate intervention.  Cooperative assessment, peer proof reading, mind maps and vignettes were chosen to implement within the action design as well as spontaneous interviews.

Especially noteworthy is that the researchers support and sustain Vilanova et al (2011) assertive discoveries: teachers definitely assume a constructivism approach to what learning is and how university students learn, although a theoretical interpretative framework prevails concerning assessment criteria.




References


Vilanova, S. L., Mateos-Sanz, M. D. M., & García,M. B. (2011). Las concepciones sobre la enseñanza y el aprendizaje en docentes universitarios de ciencias. Revista Iberoamericana de educación superior, Vol. 2 (3)








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