Conceptions of teaching and learning held by University Science Professors

Abstract

his article presents an analysis of the nature and content of the conceptions of teaching and learning held by the science professors of the National University of Mar del Plata in Argentina. A descriptive study was performed on the variables “conceptions of teaching” and “consistency index”, using the implied theories as a theoretical framework and a prospective ex-post-facto design. A dilemma questionnaire was adapted and validated for data collection purposes and administered to 100 subjects. The results show that professors have a predominantly constructivist conception of learning with regard to “what learning is” while with regard to “what and how they assess” the interpretive theory prevails. On the subject of nature, the values obtained for the consistency index show that although the conceptions of the professors can be considered as consistent, the discovered level does not allow to compare said consistency with the one in learning a scientific theory.