Science, learning and teaching conception analysis from Colombian college teachers. Results comparison against Chilean and Spanish teachers

Abstract

Within the mediational paradigm focused on the teacher, one of the most productive lines is that which considers that the beliefs of the teacher act as non-rational or subconscious mediators of his performance in the classroom. This study analyzes the conceptions and beliefs on the nature of science, on learning and on the teaching of active Colombian science university professors (N=20). Instruments used were three questionnaires previously used, identified as COMVdC, COMVdA y COMVdE respectively for the three topics studied. Moreover, the results are compared with those of Chilean and Spanish professors obtained with the same questionnaires. It is concluded that Colombian university professors have relatively more advanced conceptions on the nature of science than on learning and teaching and a lack of epistemological coherence is detected between the three variables studied. Comparative results between the Colombian sample and those of Chilean and Spanish professors are also presented.