Conceptions epistemologicals, ethnopedagogicals and didactics of natural science of ethnoeducators in department of Chocó

Abstract

The aim of this study is to describe and analyze the epistemological, peda- gogical and didactic conceptions from empiropositivist and constructivist approach 166 ethno educators natural sciences educational institutions in the municipalities of Alto Baudó, Bojayá, Condoto, Itsmina, Medio Baudó, Quibdó, Riosucio and Tadó in the Chocó department. Data were collected from a Likert questionnaire designed to determine the image of science that has teachers, like the conceptions of teaching and learning. The results show epistemological concepts, teaching and learning from the perspective of the nature of science, characterized by different approaches according to ethnicity, gender, educational background, teaching field and years of experience of ethno study. The most representative epistemological concepts are identified with a traditional conception of teaching focused on the trans- mission of information and learning as memoirist and cumulative assimilation of knowledge, which leads us to infer that learning involves the appropriation of meanings. It is further evidence that most ethno are unaware of their conceptions, so that the relationship between your thoughts is not consistent with their teaching performance in the classroom. From these results, could be a critical analysis around finding formative elements to substantiate within the epistemological, pedagogical and didactic positioning a proposal from the IIAP to build an ethno educational model, in line with our regional and local department context Chocó.