Epistemological Conceptions and the Teaching of Scientific Research: A Study from the Lived Experience of UPNFM Teachers
DOI:
https://doi.org/10.5377/paradigma.v31i51.18186Keywords:
epistemological conceptions, teaching conceptions, lived experience, scientific researchAbstract
The purpose of this research was to analyze the epistemological conceptions of teachers who teach research training spaces at three Regional University Centers of the Francisco Morazán National Pedagogical University. Besides, to describe the way in which these conceptions guide the teaching of scientific research. The research approach is mixed. For the collection of information, the questionnaire and the phenomenological interview were implemented, which were applied to three groups of participating teachers. The results indicate that teachers have built various epistemological conceptions in their professional training, among, they stand out: the traditional positivist position and social constructivism, both conceptions are reflected in their teaching practices. In addition, in the stories of lived experience, the challenge of teaching the basic foundations of research, improving academic writing, and students' attitude toward research was recurrently reflected.
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