@article{Reyes Herrera_1998, title={LA EPISTEMOLOGÍA DEL MAESTRO: UN PODEROSO REFERENTE EN LA ENSEÑANZA DE LA BIOLOGÍA}, url={https://revistas.pedagogica.edu.co/index.php/TED/article/view/5688}, DOI={10.17227/ted.num4-5688}, abstractNote={<p>The main purpose of this work was to explore a teacher referents for teaching and<br />learning biology while developing an ecology unit for six graders in a public school in<br />Bogotá. Why does the teacher teaches in that way? What are his or her referents for<br />teaching? Following the ethnographic methodology proposed by Guba and Lincoln<br />(1989) we identify that:<br />* In this class, there were deep power imbalances in terms of control and authority that<br />makes the teacher the main source of knowledge. The central vision was the authority<br />of teacher’s explanations and the control of the activities.<br />* ln this context, biology was assimilated in general, as the search for truth. A need to<br />probe what the teacher said was evident.<br />* There was a pervasive idea about the use of scientific method in biology with frequent<br />explanations by the teacher about the steps to follow<br />These and other similar conceptions of this teacher were coherent with a positivist<br />philosophy and constituted a powerful referent for teacher and students work. If we want<br />an alternative in biology teaching, teachers must implement their own project to reflect<br />on their own teaching and learning. As long as the teacher make explicit his or her own<br />principles he would be able to reflect and consider possibilities to change. ln this way<br />critical inquiry and reflection about his or her own actions promise the construction of<br />new theoretical referents and new actions in the teaching and learning of biology.</p>}, number={4}, journal={Tecné, Episteme y Didaxis: TED}, author={Reyes Herrera, Lilia}, year={1998}, month={jul.} }