The CTSA approach as a guiding axis proposal in the curricular redesign by competencies of a science pedagogy program

Abstract

The present work carries out a curricular redesign proposal based on a model by competencies for the Biology and Natural Sciences Pedagogy Program from the University of Antofagasta (Chile) through the CTSA focus (Science-Technology, Society-Environment) and the construction of Integrative Didactic Nodes (NDI) from the perspective of the reflective training model as axis of the pedagogical practice of the program. The documentary analysis that guides teacher training and the CTSA approach, was recognized in the process of co-construction of the program curriculum, under the critical discussion and its relationship with the demands of the medium on teacher training. In this order, a conceptual integration model was proposed from a nonlinear, synergistic, equipotential perspective and in permanent feedback with the educational reality. This co-construction approach has been incorporated into the current curriculum redesign process that is undergoing the course, and will be key to the final design of the curriculum architecture. Initially, the model was included as a guiding axis in the training of science teachers. The results of this process (curriculum in its final version) will leave challenges in its subsequent implementation given the need for continuous feedback with the educational reality and the changes in society that condition the approach and understanding of great ideas in science.