Formación de profesores en el paradigma de la complejidad

Abstract

As a result of a big bibliographic review about the complexity paradigm, the classic paradigm of sciences and the teaching and didactics of science specially in regards to teacher training and the concepts about the nature of science, this paper makes a contrast between these paradigms in the light of the traditional pedagogic models and, to a certain extent, of the constructivist one, and their influence on the formation of concepts about the nature, origin and knowledge of science in teachers and students. It enunciates the idea of changing the way of teaching sciences starting from the training of future teachers under the paradigm of complexity, thus avoiding the reductionist and deterministic conceptions.

On the other hand, relevant aspects are proposed in order to design and develop teaching and learning methodologies of science in and for complexity and at the same time a space is opened to approach evaluation under this paradigm.